本研究藉由Amabile的創造力理論之三成份模式，編製教師創造力教學行為發展因素量表。依據理論基礎，「教學相關技能」、「創造力相關技能」、「工作動機」這三個成分所交集之處尌具有創造力。本研究歷經專家效度、探索性及驗證性因素分析的建構效度檢驗、效標關聯效度及信度檢驗後，完成了量表的發展。首先在教學相關技能量表，量表內涵包含教學策略與互動、教學計畫與課程發展及教學評量與回饋三構面，有17題。而在創造力相關技能量表，量表內涵包含有提升創造力意向及增進創造力技巧與能力二構面，有13題。最後，在工作動機量表，量表內涵包含福樂經驗、接受挑戰以及創造力教學自我效能三構面，有17題。最後針對量表的使用及未來研究提出建議。

With the three-component model in the creativity theory proposed by Amabile, this study intended to draw up a scale for developmental factors of teachers in creativity instructional activities. Based on the theoretical basis, the mix of the three components, namely Teaching-relevant Skills, Creativity-relevant Skills, and Task Motivation, was the creativity. Having the construct validity test, the criterion-related validity, and the reliability test with the expert validity and exploratory and confirmatory factor analyses, the development of the scale was completed. Regarding the sub-scale of Teaching-relevant Skills, the dimensions of teaching strategies and interactions, instructional plans and curriculum development, as well as teaching assessment and feedbacks, with 17 items, were contained. In regard to the sub-scale of Creativity-relevant Skills, the intention to promote creativity and the enhancement of creativity skills and abilities, with 13 items, were included. In terms of the sub-scale of Task Motivation, the flow experiences, the appetite for challenges, and the self-efficacy of creativity teaching, with 17 items, were involved. Finally, suggestions were further proposed aiming at the application of the scale and the future research.