Examination of Structural Equation Modeling on Self-Efficacy for Creative Teaching and Creative Teaching Behaviors at Elementary and Junior High School Teachers
| Autor: | Pi-Fang Lin, 林碧芳 |
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| Rok vydání: | 2004 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 92 Examination of Structural Equation Modeling on Self-Efficacy for Creative Teaching and Creative Teaching Behaviors at Elementary and Junior High School Teachers Pi-Fang Lin Abstract The purpose of this study is to inquiry the creative teaching performances of elementary and junior high school teachers. A hypothesized path model using structural equation modeling was proposed to examine the influences of self-efficacy of creative teaching along with other background variables (learning structure/ways and personality) and psychological measures (intrinsic motivation) on creative teaching behaviors. Subjects were 544 elementary and high school teachers came from 40 schools around Taiwan. Data were analyzed by SPSS10.0 and LISREL8.52. Analyses on the measures of self-efficacy found that the construct of self-efficacy for creative teaching (SECT) was clarified by a newly developed inventory of SECT, in which the inventory had satisfactory reliability. Three major factors were identified via factor analysis, entitled as “positive self-recognition”, “negative self-awareness” and “belief for pressure resistance”. Furthermore, the results of examination on discriminant and differential validity indicated that the “self-efficacy for creative teaching” could be separated against with traditional “self-efficacy for teaching”. Results of path analysis of structural equation modeling using LISREL indicated that “creative personality” had significant direct effect on “self-efficacy for creative teaching”, “intrinsic motivation of creative teaching”, and “creative teaching”. In particularly, “creative personality” had significant indirect effect on “creative teaching” through “self-efficacy for creative teaching” and “intrinsic motivation of creative teaching”. Besides, “learning structure and way” had significant indirect effect on “intrinsic motivation of creative teaching” and “creative teaching” through “self-efficacy for creative teaching”. Finally, “self-efficacy for creative teaching” had significant indirect effect on “creative teaching” through “intrinsic motivation of creative teaching”. Most of the hypothesis of this present study were confirmed by the analysis. Suggestions for further study and limitations were discussed at the end of the study. Key Words: self-efficacy for creative teaching, creative teaching behavior, intrinsic motivation, creative personality, structural equation modeling, LISREL |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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