STUDY ON UNIVERSITY TEACHERS PERSONALITY TRAITS AND CREATIVE TEACHING OF ENVIRONMENTAL SCIENCE EDUCATION: MODERATION EFFECT OF SCHOOL SUPPORT

摘要

Creative teaching is considered as the critical key in maintaining national development competitiveness. Taking individual level of teachers personality traits and resilience and school level of school support as independent variables, the effects on teachers creative teaching of environmental science are discussed in this study. In addition to understanding the direct effects of personality traits and school support on creative teaching, the contextual moderation effect of school support is further analysed. With questionnaire survey and teachers self-evaluation for data collection, total 231 teachers from 30 universities are surveyed, where HLM (Hierarchical linear model) is utilised for analysing the relationship among variables. The relevant discussions and suggestions are proposed in this study, including that: (1) universities could make efforts to understand teachers personality traits; (2) universities should stress on teachers resilience development, and (3) universities should present specific measures to support teachers creative teaching.