雖然近年來有許多研究強調調查研究中的共同方法變異問題，但教育領域對此一議題的討論卻相當缺乏。有感於近年國內外對於教師創意教學的重視，但有關的衡量量表卻從未討論共同方法變異可能造成的嚴重性，所以本文以MTMM、CFA-MTMM方法，探討「教師創意教學衡量量表」的共同方法變異問題。本研究藉由不同的資料蒐集方式，進而討論共同方法變異發生的程度，並採用教師自評、學生評量及同事評量等三種資料蒐集方式，採MTMM、CFA-MTMM的統計分析方法，結果顯示，本研究所使用量表的方法變異為8.3%，特質變異為0.7%，測量誤差為91%，雖不如過去研究所認為的嚴重，但希冀能由此引起國內教育學者對此問題的重視。最後，針對上述結果，本研究將提出相關的討論與建議。

Despite recurring concerns about common method variance (CMV) in survey research, the educational research community remains largely uncertainties of the extent of such potential bias. To address this uncertainty, this research attempts to systematically examine the impact of CMV on the inferences drawn from survey research in the education area. The purpose of this study is to inquire the creative teaching performances of elementary school teachers. Besides, if only one type of survey questionnaire is administered to a single sources of respondents and the questionnaire contains both the antecedents and outcome variables, then it is very likely that this research suffers a methodological problem termed common method variance (CMV). CMV will inadequately inflate the relationship between variables, resulting in an increase of statistical significance. Thus this paper tests the problem by the different resources of questionnaire. We use MTMM and CFA-MTMM analysis. The results indicate that the average amount of trait, method and error variance is 0.7%, 8.3%, and 91% for creative teaching performances. The purpose of this study is to appeal for readers' attention to the CMV problem and to handle it more effectively in future research program. There is room for improvement for our education community to do research without CMV and, eventually, to accumulate our knowledge more accurately. Based on the results, the study also provide some discussions and suggestions.