教保服務人員的幽默感與創意教學自我效能之相關性研究：組織氣氛的中介與調節效果

Abstract

幼兒教育是孩子發展的關鍵時期，而教保服務人員作為幼兒成長的重要引導者，其專業素養深刻影響幼兒的學習與發展。近年來，教師的幽默感被視為促進創意教學自我效能的重要因素，不僅有助於改善師生互動，亦能提升整體教學成效。此外，良好的組織氣氛能支持教保服務人員的專業成長與合作氛圍，進一步強化創意教學的實踐，促進教育品質的提升。本研究旨在探討教保服務人員的幽默感、創意教學自我效能與組織氣氛之間的關聯，並檢視組織氣氛在其中所扮演的中介與調節角色。研究採用問卷調查法，參與對象為全臺教保服務人員，使用之研究工具包括「多向度幽默感量表短版」、「創意教學自我效能感量表」及「幼兒園組織氣氛量表」，共回收355份有效問卷。研究結果顯示，幽默感、創意教學自我效能與組織氣氛三者之間存在正向關聯，顯示其相互影響並共同作用於教師的教學實踐。進一步分析發現，組織氣氛在幽默感與創意教學自我效能之間具有部分中介效果，意即積極的組織氛圍能強化幽默感對創意教學自我效能的正向作用；其中，制度與決策構面亦展現部分中介效果，顯示開放的制度與透明的決策流程能促進幽默感的積極功能。此外，組織氣氛中的專業成長與創新構面在幽默感與創意教學自我效能之間具調節效果，凸顯專業發展與創新氛圍在激發幽默感教育功能中的關鍵角色。本研究結果有助於深化理解教師幽默感與創意教學自我效能之間的動態關係，並提供教育現場在營造支持性組織氛圍方面的重要實務參考。Early childhood education is a critical period for children's development, and early childhood educators, as key facilitators of this growth, have a profound influence on children's learning and development. In recent years, teachers' sense of humor has been recognized as an important factor in enhancing creative teaching self-efficacy, as it not only improves teacher-child interactions but also promotes overall teaching effectiveness. Furthermore, a positive organizational climate can support professional growth and collaboration among educators, thereby strengthening the implementation of creative teaching and enhancing the quality of education. This study aims to explore the relationships among early childhood educators’ sense of humor, creative teaching self-efficacy, and organizational climate, as well as to examine the mediating and moderating roles of organizational climate. A questionnaire survey method was employed, targeting early childhood educators across Taiwan. The research tools included the Multi-Dimensional Humor Scale Short Version, the Creative Teaching Self-Efficacy Inventory, and the Organizational Climate Scale for Nursery Schools, with a total of 355 valid responses collected. The results revealed significant correlations among sense of humor, creative teaching self-efficacy, and organizational climate, indicating their mutual influence and combined impact on teaching practices. Further analysis showed that organizational climate played a partial mediating role between sense of humor and creative teaching self-efficacy, suggesting that a positive organizational environment strengthens the effect of humor on creative teaching self-efficacy. In particular, the dimensions of institutional openness and decision-making transparency also exhibited partial mediating effects, highlighting their role in enhancing the positive function of humor. Additionally, the dimension of professional growth and innovation within organizational climate was found to moderate the relationship between humor and creative teaching self-efficacy, underscoring the critical role of a developmental and innovative atmosphere in amplifying the educational impact of humor. The findings of this study contribute to a deeper understanding of the dynamic relationship between teachers’ sense of humor and creative teaching self-efficacy, and offer valuable practical insights for fostering a supportive organizational climate in early childhood education settings.