本研究之主要目的在探討與比較三地教師玩興、組織玩興氣氛、教學創新、工作滿足與工作表現的一般情形，並分析與比較個人玩興與組織玩興氣氛各因素對教學創新、工作滿足與工作表現的預測情形。本研究以問卷調查法為主，受試者包括：臺灣521人（臺北、高雄）、中國673人（北京、上海、哈爾濱），香港地區219人，總計三地共取樣1,413人。其中男性共311人，女性共1,095人；任教於中學共687人，小學共713人。 研究主要發現三地教師在成人玩興總分差異不顯著，而臺灣比大陸教師、大陸比香港教師知覺到較高的組織玩興氣氛。此外，臺灣比大陸、香港教師工作滿足高；大陸教師的教學創新行為較臺灣與香港高；大陸也比香港教師知覺到較高的工作表現。整體來看，教師的個人玩興與創新教學相關較高，組織玩興氣氛與工作滿足相關較高；而個人玩興特質中的「樂於創造、解決問題」最能預測三地教師的創新行為與工作表現。此外，組織中的主管支持輕鬆互動、低嚴肅僵化、低競爭批評與空間環境有助休閒的氣氛最能預測三地教師的工作滿足。 比較有趣的是「自我堅持」與「樂在其中」等個人玩興特質完全不能顯著預測三地華人教師的教學創新、工作滿足或工作表現。少數玩興因子對預測變項甚至有負面的影響：對臺灣教師來說，組織氣氛中的「不拘小節、幽默快樂」與「低嚴肅僵化競爭批評」對創新教學有負面的影響。「幽默自在、自得其樂」對香港教師的創新教學與大陸教師的工作表現有負面的影響。「童心未泯、好玩有趣」與「休閒同樂、激發創意」對香港教師的工作滿足有負面的影響。 綜合看來，玩興的確是預測三地教師創新教學、工作滿足與工作表現的重要因素，而個人玩興與組織玩興氣氛各因素的影響力不同，顯示東西文化的差異與三地教師的同中有異，未來如何因地制宜與拿捏合宜來激發教師玩興與形塑組織玩興氣氛以提高教學創新、工作滿足、與工作表現是可努力之處。

This survey research is to investigate the differences of teachers’ playfulness, organizational playfulness climate, creativity, job satisfaction, and work performance in Taiwan, Mainland China, and Hong Kong. It also compares the predictability of the factors of adult playfulness and organizational playfulness climate to teachers’ innovation, job satisfaction, and work performance in these three regions. There are 1,413 teachers (311 males and 1095 females; 687 in middle school, 713 in elementary school) involved in the study. It is found that there is no significant difference of adult playfulness among teachers of the three regions. However, teachers from Taiwan perceive higher organizational playfulness climate than teachers in China, who perceive higher organizational playfulness climate than teachers from Hong Kong. Teachers’ innovation behavior is higher in China than Taiwan or Hong Kong. Teachers’ job satisfaction is higher in Taiwan than China or Hong Kong, but teachers from China perceive higher work performance than teachers from Hong Kong. Among teachers of three regions, personal playfulness has the highest correlation with teaching innovation, and organizational playfulness climate has the highest correlation with job satisfaction. The personal factor of “love to create and to solve problems” best predicts teachers’ innovation and work performance. The climate factors of “supportive leadership”, “organizational flexibility and low criticism”, and “relaxing environment” best predict job satisfaction among teachers of three regions. The “persistence” and “self-content” factors don’t have any significant predicting influence. Other factors such as “humor” and “organizational flexibility and low criticism” even have negative influences in some of the predictions. Though there are many similarities among teachers of three regions, there are differences. Further discussions and suggestions are generated.