The Relationships among the Complexity of the Family of origin, Teaching Styles, and Creative Teaching Behaviors of the elementary school Teachers

• Main Authors: Chia-Yu Liu, 劉家瑜
• Other Authors: Wei-Wen Lin, Ph. D.
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/92542173492939794718

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 98 === The main purpose of this study was to explore the relations among the complexity of elementary teachers’ family of origin, their teaching styles, and creative teaching behaviors. Five hundred forty two students were selected by convenience sampling in Taiwan. The research instrument was composed of questionnaires including Complex Teaching Style Questionnaire, Complex Family Questionnaire modified from Rathunde (1988), Intrinsic Motives in Creative Teaching Scale of Lin (2002), Innovative Teaching Behavior Scale of Lin (1997), and Creative Achievement Questionnaire of Tsai (2009). The quantitative analysis of the collected data was conducted through descriptive statistics, factor analysis, reliability analysis, test for homogeneity of chi square, ANOVA, MANOVA, and canonical correlation. The results of this study indicated as the followings: 1. In general, the degree of complexity of family and teaching among elementary teachers falls in “conformable” level. 2. There is no significant difference on degree of complexity of family and teaching between genders, ages, seniority, diploma, and educational background. 3. The proportion of complex and integrated teaching style is higher than simple teaching style in elementary teachers from complex family. In addition, the proportion of complex teaching style is higher than integrated teaching style in elementary teachers from complex family. 4. The proportion of integrated, differentiated, and simple teaching style is higher than complex teaching style in elementary teachers from simple family. Furthermore, the proportion of simple teaching style is higher than integrated teaching style in elementary teachers from simple family. 5. There are more complexity traits in elementary teachers’ families, there are higher innovative teaching behavior, intrinsic motivation of creativity teaching, and creative achievement. 6. Complex family types are significantly higher than other family types on intrinsic motivation of creativity teaching among elementary teachers. 7. Complex teaching styles are significantly higher than other teaching styles on innovative teaching behavior, intrinsic motivation of creativity teaching, and creative achievement among elementary teachers. Finally, researcher proposed some suggestions for practical use and future study.