The Impact of Goal Orientation and Creative Self-efficacy on Teachers’ Creative Teaching Performance: A Cross-level Moderation Effect of Team Learning Behavior

• Main Authors: Ming-chien Kuo, 郭銘茜
• Other Authors: Yu-shu Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/81391219950514070322

碩士 === 國立中正大學 === 成人及繼續教育所 === 98 === Based on goal orientation theory and social cognitive theory, the purposes of present study were to explore (1) the mediating effect of creative self-efficacy between the relationship of goal orientation and teachers’ creative teaching performance, (2) the main effect of team learning behavior on creative teaching performance, (3) the moderating effects of team learning behavior on the relationship of goal orientation and creative teaching performance. The survey method was used to collect data. Study samples were 218 teams comprising 1,620 teachers from 93 senior high schools. Using hierarchical linear modeling for data analysis, the result indicated that: (1) creative self-efficacy mediated the relationship of goal orientation and creative teaching performance, which learning approach, learning avoid, and performance approach had the positive impacts on creative self-efficacy, performance avoid had a negative impact on creative self-efficacy, and creative self-efficacy had a positive effect on creative teaching performance; (2) team learning behavior had a positive effect on creative teaching performance, and (3) team learning behavior only moderated the relationship of learning approach goal orientation and creative teaching performance. Implications and suggestions for research and practice were discussed.