A Research On Relationships Among Vocational Achievement Motivation, Teaching Environment And Creative Teaching Behaviour In Teachers

The importance of innovation for national development is self-evident. The creative talent is the focus of today's education reform.Although the concept of innovation has existed since ancient time, the research on this can not be compared with many other areas in the breadth and depth.In the study of creation in the field of educational psychology, the researchers are more concerned about the ability of student's development on this point, but neglect the creation ability of teacher itself. On the other hand, existing research results show that there is close relationships between creation behaviour, individual motivation and the environment. Therefore, this study via the starting point, with empirical research, analysis and investigate vocational achievement motivation of teachers, teaching enviroment and their relationships with creative teaching behaviours.Three self-prepared scales applied on this research and the formal questionnaires are based on prognosis, which carry out a large-scale investigation on creative teaching behavior in teachers in primary and secondary school teachers and students covering Shanghai, Shandong and Jiangsu provinces in China. The results of confirmatory factor analysis on the data in the formal test supported the construct of Test on Creative Teaching Behavior in Teachers (TCTBT) consisting of 4 sub-scales, which were divergence, interest, openness and flexibility. Vocational Achievement Motivation of Teachers Questionnaires(VAMTQ)consists 5 sub-scales, which are interest, aggressiveness, target, sense of responsibility and satisfaction. Teacher-Student Relationship Survey Questionnaires (TSRSQ) consists 3 sub-scales, which are closeness, conflict and response.Each scale has appropriate reliability and validity, which can be applied to assess creative teaching behavior, teacher's vocational achievement motivation and teacher-student relationship in Chinese teachers.Through data analysis, the main conclusions of this study are as follows:1.Currently, the overall level of creative teaching behaviour is not high among primary and secondary school teachers, and there exist significant regional differences.2. Vocational achievement motivation is one of the main factor affecting creative teaching behaviour. The interest of teaching itself is the most important internal drive of creative teaching behaviour among all the factors.3.Comparing with other environment factors, teacher-student relationship is the main factor which influence the creative teaching behaviour. Besides,the characteristics of the interaction between teachers and students of teacher-student relationship is the main factor affecting creative teaching behaviour, but the class size's influence is not significant.