This study explored and demonstrated the significant association between teachers’ creative self-concepts, namely creative role identity and creative self-efficacy, and teaching for creativity. Multigroup structural equation modeling was used with data from 1,043 primary and secondary teachers. The results confirmed that teachers’ creative role identity consisted of their self-view of creative behavior and perceived expectations from school, colleagues, and students. Both personal and contextual aspects of creative role identity were significantly related to teaching for creativity, and school expectations were the most closely associated. The findings showed that secondary teachers had. higher level of creative selfefficacy and performed more creativity-fostering behavior than primary teachers. Some of the personal and contextual antecedents were more balanced for secondary teachers than they were for primary teachers, which contributed to their creative self-efficacy. Copyright © 2022 American Psychological Association.
|Psychology of Aesthetics, Creativity, and the Arts
|Early online date
|E-pub ahead of print - Jan 2022
CitationHuang, X. (2022). Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000453
- Creative role identity
- Creative self-efficacy
- Teaching for creativity