Creative teaching behaviors of health care school teachers in Taiwan: mediating and moderating effects
Tóm tắt
Considerable attention has been paid to the variables for creative abilities of teachers and the creative climate of the schools in which they teach, as well as the direct relationships between these variables. However, research on the indirect links between these variables concerning creativity in higher education has been limited. Researches on creative teaching behaviors among health care teachers are scant, particularly in Taiwan. This study used a cross-sectional descriptive design to investigate potential mediating and moderating effects of Taiwanese health care school teachers’ creative teaching self-efficacy and a school’s creative climate, the relationship between these variables, and the relationship between creative teaching self-efficacy and creative teaching behaviors. Participants were purposively selected from five vocational and technical health care schools in Northern Taiwan representing the departments of nursing, gerontological care and management, and nutrition and health. Data were collected from five self-report questionnaires regarding teaching, the school environment, and creativity. Data were analyzed using Pearson’s correlation coefficient and simple and hierarchical multiple regression models. A total of 53 teachers completed the questionnaires. Pearson’s correlation analysis showed the teamwork component of school creative climate was correlated with the creative teaching behavior of characteristics and motivations. The mediation model indicated creative teaching self-efficacy fully mediated the effect of teamwork on teachers’ characteristics and motivations. The moderation model indicated that teamwork negatively moderated the effect of teachers’ creative teaching abilities for characteristics and motivations on creative teaching behaviors (β = − 0.01, p < 0.001). Our findings fill a gap in the literature regarding creative teaching behaviors and school climate in Taiwan. School teachers’ creative teaching self-efficacy and creative teaching abilities are crucial mediating and moderating variables on the relationship between school creative climate and creative teaching behaviors, respectively. The empirical data confirm the validity of our proposed mediation and moderation models of creative teaching behaviors. Therefore, our findings may be effective references for health care teachers regarding creative teaching. Improving creative teaching behaviors of teachers responsible for educating students in health care schools could be facilitated by enhancing teachers’ creative self-efficacy and creative abilities.
Tài liệu tham khảo
Liu HY, Wang IT, Hang HM, Hang DH, Hsu DY. Self-efficacy of teaching for creativity for nursing faculty in Taiwan: a preliminary study. Nurs Educ Perspect. 2019; in press.
Liu HY, Kuo CL, Shen MH, Lee PY, Lee PY, Ku YL. Evaluating faculties and students satisfaction of a nursing practicum project workshop in northern Taiwan. J Nur Res Pract. 2018;2(2):16–9.
Huang PS, Peng SL, Chen HC, Tseng LC, Hsu LC. The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Think Skills Creat. 2017;25:1–9.
Hsu Y, Peng LP, Wang JH, Liang C. Revising the imaginative capability and creative capability scales: testing the relationship between imagination and creativity among agriculture students. Int J Learn Teach Educ Res. 2014;6(1):57–70.
Ku YL, Lee PY, Shen MH, Kuo CL. Constructing and evaluating a nursing capstone course for cultivating creativity in RN-BSN students in Taiwan. J Nurs Educ Pract. 2014;4(7):1–10.
Ku YL, Kuo CL. Develop a framework of creative thinking teaching mode for RN-BSN students on the basis of the creative process of clinical nurses in Taiwan. Inov Educ Teach Int. 2016;53:424–34.
Peng SL, Cheng BL, Chen HC. The effects of classroom goal structures on the creativity of junior high school students. Educ Psychol. 2013;33(5):540–60.
Ma X, Yang Y, Wang X, Zang Y. An integrative review: developing and measuring creativity in nursing. Nurs Educ Today. 2018;62:1–8.
Amabile TM. A model of creativity and innovation in organizations. Res Organ Behav. 1988;10(1):123–67.
Neal A, Griffin MA, Hart PM. The impact of organizational climate on safety climate and individual behavior. Saf Sci. 2000;34:99–109.
Zheng JJ, Jin SH, Ma GY. The measurement of organizational innovation climate and its moderating effect in the relationship between employees’ innovation ability and innovation performance. Acta Psychologic Sinica. 2009;41:1203–14.
Jaiswal NK, Dhar RL. Transformational leadership, innovation climate, creative self-efficacy and employee creativity: a multilevel study. Int J Hosp Manag. 2015;51:30–41.
Hsu CW, Chang YL, Wu IC, Shu FP. Applications of hierarchical linear models on influence of creative climate of schools and effective teaching on creativity-teaching behaviors. Creative J. 2011;2:87–112.
Lin PF, Chiou HJ. Construction and related study of the inventory of self-efficacy for creative teaching. J Educ Res Dev. 2008;4:141–70.
Chang YL, Chen HC, Hsu CC. Belief of creativity and self-efficacy for creativity-teaching’s effect on teaching behaviors for creativity. Fu Hsing Kang Acad J. 2010;99:151–72.
Ozkal N. Relationships between teachers’ creativity fostering behaviors and their self-efficacy beliefs. Educ Res Rev. 2014;9(18):724–33.
Cayirdag N. Creativity fostering teaching: impact of creative self-efficacy and teacher efficacy. Educ Sci Theor Pract. 2017;17(6):1959–75.
Haase J, Hoff E, Hanel P, Innes-Ker A. A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creat Res J. 2018;30(1):1–16.
Bandura A. Self-efficacy mechanism in human agency. Am Psychol. 1982;37:122–47.
Meristo M, Eisenschmidt E. Novice teachers’ perceptions of school climate and self-efficacy. Int J Educ Res. 2014;67:1–10.
Aldridge JM, Barry JF. Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learn Environ Res. 2016;19(2):291–307.
Tierney P, Farmer SM. Creative self-efficacy: its potential antecedents and relationship to creative performance. Acad Manag J. 2002;45(6):1137–48.
Gong Y, Huang JC, Farh JL. Employee learning orientation, transformational leadership, and employee creativity: the mediating role of employee creative self-efficacy. Acad Manag J. 2009;52(4):765–78.
Jaiswal NK, Dhar RL. Transformational leadership, innovation climate, creative self-efficacy and employee creativity: a multilevel study. Int J Hospitality Manag. 2015;51:30–41.
Jaiswal NK, Dhar RL. Fostering employee creativity through transformational leadership: moderating role of creative self-efficacy. Creat Res J. 2016;28(3):367–71.
Wang P, Rode JC, Shi K, Luo Z, Chen W. A workgroup climate perspective on the relationships among transformational leadership, workgroup diversity, and employee creativity. Group Org Manag. 2013;38(3):334–60.
Chiu IC. A study on the relationship between innovative climate and innovative teaching among teachers’ perceptions in elementary school in Taipei city. Forum of Educ Admin. 2017;9(1):28–48.
Litwin G, Stringer R. Motivation and organizational climate. Boston: Harvard University Press; 1968.
Cohen JA. Power primer. Psychol Bull. 1992;112:155–9.
Baron RM, Kenny DA. The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. J Pers Soc Psychol. 1986;51:1173–82.
Hair JF, Black WC, Babin BJ, Anderson RE. Multivariate data analysis. 7th ed. New Jersey: Prentice Hall; 2010.
Hayes AF. Introduction to mediation, moderation, and conditional process analysis: a regression-based approach. New York: Guilford; 2013. p. 207–44.