面對當前複雜與挑戰兼具的教學情境，本研究整合運用人格特質、心理與環境因素預測國民教育階段教師，從事教學設計想像力的結構模型。本研究運用結構方程模式進行探究，模型建構奠基於教師人格特質、心理與環境影響的相關研究，整合後提出假設進行驗證並獲得支持。研究結果顯示：一、以能力導向詮釋的教學設計想像力，包含創始、構思與轉造三種想像能力；二、開放與審慎特質對教學設計想像力主要是透過直接路徑預測，外向、親和及情緒穩定特質則是透過中介作用間接預測教學設計想像力；三、內在動機與自我效能可適切扮演中介角色，帶動部分人格特質、正向情緒、做中悟，與部分環境條件預測教學設計想像力；四、環境因素順應人格特質差異，對教學設計想像力的預測型態猶有深究的空間。綜整研究結果，本研究提出實務意涵與未來研究之建議。

This study responded to the challenging and complex situations faced by teachers by using personality, psychological, and environmental variables to construct a predictive model of the imaginative capabilities of teachers as demonstrated in their instructional design. On the basis of previous studies of the influence of personality traits and psychological and environmental factors on imaginative capabilities, we conducted structural equation modeling to propose a predictive model and then validated it. The results revealed that: (1) the imaginative capabilities involved in instructional design included initiating imagination, conceiving imagination, and transforming imagination; (2) openness to experience and conscientiousness had strong direct effects on imaginative capabilities, whereas extraversion, emotional stability, and agreeableness indirectly predicted imaginative capabilities; (3) self-efficacy and intrinsic motivation displayed mediating roles in the personality traits and psychological and environmental factors that predicted imaginative capabilities; (4) the means by which environmental factors influence imaginative capabilities requires further exploration. Finally, this study proposed suggestions regarding the practical implications of the results and future research directions.