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本研究以臺南市國民小學教師作為研究樣本進行分析，採用問卷調查方式，總計回收34所學校，共331 份有效問卷，使用結構方程模式（structural equation modeling, SEM）進行結構模式之檢測並探討各變項間的關係。根據研究結果，獲致以下主要結論：創意角色認定、工作動機以及創造力教學技巧對創意教學行為有正向的直接影響之外，創造力教學技巧在創意角色認定與創意教學行為以及工作動機與創意教學行為間具有中介效果。而工作動機在創意角色認定與創意教學行為間具有中介效果，更重要的是，創意角色認定會透過工作動機的中介，再透過創造力教學技巧的中介而對創意教學行為產生間接效果。根據上述結果，本研究提出具體建議為：直接效果中以工作動機的影響力較大，但是在間接效果中，仍是在創意角色認定、創造力教學技巧及創意教學的關係中扮演著重要的中介角色，所以，若強化教師的創意角色認定，並提升其工作動機以及增進其創造力教學技巧等能力，將可促進教師創意教學行為的展現。 This study conducted a questionnaire survey with elementary school teachers from 34 schools in Tainan City. A total of 331 valid questionnaires were retrieved. Structural equation modeling was applied to test the structural model and investigate the relationships among the variables. According to the results, the conclusions are summarized as follows: creative role identity directly influences creative instructional behavior; work motivation directly influences creative instructional behavior; instructional skill in creativity directly influences creative instructional behavior; instructional skill in creativity moderates the relationship between creative role identity and creative instructional behavior; instructional skill in creativity moderates the relationship between work motivation and creative instructional behavior; work motivation moderates the relationship between creative role identity and creative instructional behavior; and work motivation and instructional skill in creativity moderate the relationship between creative role identity and creative instructional behavior. This paper offers a discussion on the proposed model and suggestions for teaching practices and future research.

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