This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels, the individual level on how “teacher’s imagination” affects “teacher’s creative teaching”, and the group level on the impact of “the principal’s visionary leadership”. From the teachers of 65 primary schools in southern Taiwan invited to participate the survey study, 861 valid data were returned. The demographic variables were analyzed by the use of descriptive statistics. The cross-level moderating effects were further examined via Hierarchical Linear Modelling (HLM). The results show that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness”.

The study aims to discover how to enhance teachers' well-being, health, self-efficacy at schools, and how to alleviate their stress and burnout conditions so that teachers' teaching and students' learning outcomes would be greatly improved. A designed survey using questionnaires that retrieved from literature consisted of three factors and 44 items. The 67 valid responses for pre-test and 944 participants were sampled in 56 schools of Taiwan for the formal survey. The data were put into mediation effect test of teaching-related psychosocial hazards factors by SPSS. Result supported that the mediation intensity of teaching-related psychosocial hazards have a significant weakening mediation effect on the positive relationship between work resources and work well-being. It demonstrated that among teaching-related psychosocial hazards, lesson disturbances and conflicts with parents are highly hazardous to their work well-being. In consequence, their teaching efficiency, teaching passions, and teaching performance could be impacted negatively.

This study aims to explore the construction and examination of the questionnaire. A qualitative and quantitative method was combined and implied in this study. In the qualitative phase, the in-depth interviews of experts had applied for item development at first. The Delphi technique had used for item modification and alignment. In the quantitative phase, EFA had employed for initial construction validity examination. Hereafter, the CFA in structural equation modeling had implemented for validity and reliability test. Based on this study, a well-constructed instrument for assessing youths’ restaurant entrepreneurship competency had developed for further implementation of entrepreneur education and inspire youths’ entrepreneur potential. The literature on restaurant entrepreneurship competency highlighted a competency and the relationship between the executives of small restaurant companies; the development of the new venture also gained significant attention in the hospitality industry. Therefore, restaurant talents should gain restaurant entrepreneurship competency from the education system. The findings contribute to the understanding of the main attributes of restaurant entrepreneurship competency in the context of Taiwanese practitioners.