本研究旨在瞭解教師的創造力教學行為，及其與創造力信念、創造力教學自我效能之相關，進一步檢驗創造力教學自我效能對創造力信念與創造力教學行為之中介效果。經便利取樣抽取台灣北部地區547名國中教師進行研究，結果顯示：（一）教師之創造力信念、創造力教學自我效能與創造力教學行為三者有顯著相關，且創造力信念及創造力教學自我效能可聯合預測創造力教學行為。（二）創造力教學自我效能對創造力信念與創造力教學行為之間有中介效果。最終，研究者依研究結果對未來研究方向及推動創造力教育的實務工作提出建議。

The aim of this research attempted to explore the relationship among teaching behavior for creativity, belief of creativity and self-efficacy for creativity-teaching. It was also advanced to examine mediating effect of self-efficacy for creativity-teaching between belief of creativity and teaching behavior for creativity. 547 teachers who served in junior high school of northern Taiwan participated in the study. The major findings were:（1）Significant correlation were revealed among belief of creativity, self-efficacy for creativity-teaching and teaching behavior for creativity;（2）eaching behavior for creativity could be predicted/explained by both belief of creativity and self-efficacy for creativity-teaching;（3）The relationship between belief of creativity and teaching behavior for creativity was mediated by self-efficacy for creativity-teaching. Finally, some suggestions were proposed for future study and impetus of education for creativity.