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題 名 | 不同創意風格幼兒園教師工作塑造之研究=Creativity Style and Job Crafting in Early Childhood |
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作 者 | 徐聯恩; 林玉涵; | 書刊名 | 臺灣教師專業發展學會學刊 |
卷 期 | 3 2015.03[民104.03] |
頁 次 | 頁35-62 |
分類號 | 523.26 |
關鍵詞 | 創意風格; 工作塑造; 幼兒園教師; Creative style; Job crafting; Early childhood teacher; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究探討並比較精進與突破兩種創意風格之幼兒園教師工作塑 造之樣貌。以台北市、新北市曾獲績優或優等幼兒園之25位公私立幼兒園教師為研究對象,分別進行個別訪談與問卷填寫,每位研究對 象之訪談時間約為90分鐘。 主要分析結果為:(1)兩種創意風格在工作塑造的行為特徵,符 合Kirton (1976)創意風格的理論,在工作塑造樣貌與改變幅度上均有差異。(2)無論在職責或關係的工作塑造上,突破型創意風格幼兒園 教師均較精進型創意風格教師,有較多跨越疆界,處理疆界外部的工 作塑造活動;在認同工作塑造層面,突破型較精進型善於發現契機, 主動改變。突破型較精進型工作塑造改變幅度較大。(3)本研究支持 創意風格之新研究方向,以認知風格作為解釋及預測個體的創意行為 與表現。 |
英文摘要 | Job crafting captures the active changes employees make to redesign their jobs in ways that bring about positive outcomes, including engagement, job satisfaction, resilience, and thriving. This study explores and contrasts job crafting profiles of early childhood teachers with different creative styles in Taipei kindergartens. After analyzing the interview transcripts of 25 early childhood teachers, this study concludes that: (1) the job crafting profiles of early childhood teachers with different creative styles are consistent and thus support Kirton(1976)’ s creative style argument. (2) the innovators put more efforts in boundary spanning job crafting and are more alert in opportunities sense-making and initiating changes. (3) as an extension of the concept of cognitive style, creative style theory will be contributable to the field of creativity research. |
本系統中英文摘要資訊取自各篇刊載內容。