本研究提出以教師創造力教學為核心概念，並以教師信任與參與專業學習社群為前置變項；學生的學習動機與學習行為為結果變項的結構模型。研究對象為214位參與專業學習社群的國小教師，以及對應導師班級的學生樣本共4,066位，透過結構方程模式分析發現，創造力教學雖然不會對學生的學習行為產生直接影響，但是可以透過學習動機的中介對學習行為產生間接影響；另一方面，教師信任雖然不會對參與專業學習社群產生直接影響，但是可以透過參與專業學習社群的中介對創造力教學產生間接影響。本研究結果試圖從一個整體的觀點，來檢驗前置變項對於創造力教學，以及教師所展現的創造力教學對結果變項的影響，上述的中介路徑也是本研究與過去研究極大不同之處。

Taking creativity teaching as the core concept, the structural model with teacher trust and participation in professional learning communities as antecedent variables and students’ learning motivation and learning behavior as outcome variables is proposed in this study. The research subjects contain 214 elementary school teachers participating in professional learning communities and the tutored 4,066 students. The structural equation model analysis discovers that creativity teaching would not directly affect students’ learning behavior, but could indirectly affect learning behavior through the mediation of learning motivation. On the other hand, teacher trust would not directly influence participation in professional learning community, but could indirectly influence creativity teaching through the mediation of participation in professional learning community. The research results attempt to test the effect of antecedent variables of creativity teaching and teachers’ creativity teaching on outcome variables from the overall perspective. The above mediating path is the major difference in this study from past studies.