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Creative teaching behaviors of health care school teachers in Taiwan: mediating and moderating effects

机译：台湾保健学校教师的创新教学行为：中介和调节作用

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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.
机译：对于教师的创造能力和他们所任教的学校的创造环境的变量以及这些变量之间的直接关系已经给予了相当大的关注。但是，有关高等教育创造力的这些变量之间的间接联系的研究受到限制。卫生保健教师中创造性教学行为的研究很少，尤其是在台湾。这项研究使用横断面描述性设计来调查台湾保健学校教师创造性教学自我效能和学校创造性氛围的潜在中介作用和调节作用，这些变量之间的关系以及创造性教学自我效能与创新的教学行为。目的是从台湾北部五所代表护理，老年病护理和管理以及营养与健康部门的职业技术卫生学校中选出的。数据是从五份关于教学，学校环境和创造力的自我报告调查表中收集的。使用Pearson的相关系数以及简单且分层的多元回归模型分析数据。共有53名教师填写了问卷。皮尔森（Pearson）的相关性分析表明，学校创造氛围中的团队合作成分与特征和动机的创造性教学行为相关。中介模型表明，创造性的教学自我效能感完全协调了团队合作对教师特征和动机的影响。调节模型表明，团队合作消极地减轻了教师的创造性教学能力对特征和动机的影响，对创造性教学行为的影响（β≤0.01，p≤0.001）。我们的发现填补了台湾有关创造性教学行为和学校氛围的文献中的空白。学校教师的创造性教学自我效能感和创造性教学能力是分别调节和调节学校创造性氛围与创造性教学行为之间关系的关键变量。实验数据证实了我们提出的创造性教学行为的中介和调节模型的有效性。因此，我们的发现可能为医疗保健教师进行创造性教学提供有效参考。增强教师的创造性自我效能和创造能力可以促进改善负责对卫生学校学生进行教育的教师的创造性教学行为。

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