本研究以Bandura三元交互決定論與社會認定理論為基礎，探討：一、創意個人認定、組織認同及創意型組織認定對創意教學表現的影響；二、多元組織認定交互作用對創意個人認定與創意教學表現關係的調節效果；以及三、多元組織認定交互作用對組織認同與創意教學表現關係的調節效果。本研究以參與教育部2007學年度創意學校建構計畫之高中職教師為研究對象，採用問卷調查法，共得有效問卷276份，來自27所高中職。以階層線性模式進行資料分析，研究結果顯示：一、創意個人認定對創意教學表現有正向影響；二、組織認同對創意教學表現沒有影響；三、創意型組織認定對創意教學表現具有跨層次正向效果；四、多元組織認定交互作用未對創意個人認定與創意教學表現關係產生跨層次的調節效果；五、多元組織認定交互作用亦未對組織認同與創意教學表現關係產生跨層次調節效果。最後，根據本研究之結果，提出理論與實務意涵，並說明研究限制以供後續研究參考。

Based on Bandura’s theory of triadic reciprocal determinism and social identity theory, the present study aims to explore 1. the main effects of creative personal identity (CPI), organizational identification (OI), and creativity oriented organizational identity (COI) on creative teaching performance (CTP), 2. the moderating effects of the interaction of multiple organizational identities (MOI) on the relationship between CPI and CTP, and 3. the moderating effect of the interaction of MOI on the relationship between OI and CTP. Participants were teachers teaching at the senior high schools or senior vocational high schools which participated in the plan of constructing creative schools held by the Ministry of Education in 2007. A total of 276 samples from 27 schools were collected. Using hierarchical linear modeling for data analysis, the results indicated that: 1. CPI had a positive impact on CTP; 2. OI did not have an impact on CTP; 3. COI had a positive impact on CTP; 4. the moderating effects of the interaction of MOI on the relationship between CPI and CTP were not significant; and 5. the moderating effect of the interaction of MOI on the relationship between OI and CTP was not significant either. Implications and suggestions for research and practice are discussed.