「教師工作偏好量表」修訂之研究

The Revision of Work Preference Inventory

本研究旨在修訂T. M. Amabile等人所發展之「工作偏好量表」(Work Preference Inventory， WPI)，以作為中小學教師了解自身教學動機之工具。原量表之工作動機可分為內在動機與外在動機：內在動機含括「享受挑戰」與「樂在其中」，而外在動機則含括「期待外在酬賞」與「尋求認可與指示」。本量表之修訂以364位臺北縣市中小學教師為研究對象，經檢視資料結構、透過探索性與驗證性因素分析進行複合效度研究，以及信效度分析後，全量表共計20題。此外，以「教師教學創新行為量表」為校標進行校標關聯效度之考驗後發現，教師教學創意行為與內在動機及其次級因素相關較高(r=.40~.60)，而與外在動機及其次級因素相關較低(r=.08~.29)。文末亦就臺灣教師與美國成人在「工作偏好量表」之差異進行探討。

The Work Preference Inventory (WPI)， based on Amabile's social contextual motivation theory， was designed to assess stable individual differences in intrinsic and extrinsic motivational orientations. The instrument was scored on two primary scales (intrinsic and extrinsic); each further subdivided respectively into two secondary scales (enjoyment and challenge， as well as outward and compensation). The purpose of this investigation was to tailor the WPI for first through twelfth grade teachers as a simple and quick tool to understand their teaching motivation， and for instructors in in-service teacher programs to develop professional and effective curricula for creative teaching. In this study， 364 teachers in 29 public elementary and secondary schools in Taipei， Taiwan， were sampled (this homogeneously represents the population) via a convenience sampling method， which increased the scale validity， the teacher representatives， and rate of return. The WPI was translated by the authors and two distinguished professors who earned their doctoral degrees in the US and possess expertise in adapting scales in the English language. Exploratory and Confirmatory Factor Analyses were used to examine the scale constructs and conduct cross-validation， whereas Cronbach's was employed to test the internal reliability. The WPI-teacher version， including 20 items， was developed after crossing out 10 items from the original version based on the review of instrument adaptation and cultural consideration. Convergent/discriminant validity and criterion-related validity using an Innovative Teaching Behavior Scale were examined. The findings also showed that teachers' creative teaching behaviors highly correlated with intrinsic motivation and its secondary scales (r=.40-.60) and less correlated with extrinsic motivation and its secondary scales (r=.08-.29). Several limitations in terms of sample sizes， research models， and indigenous cultural differences were discussed.