What really counts? Investigating the effects of creative role identity and self-efficacy on teachers' attitudes towards the implementation of teaching for creativity

Xianhan HUANG, Chi Kin John LEE, Xiaoping YANG

Research output: Contribution to journalArticle

Abstract

This study explored the relationships between teachers' creative role identity, creative self-efficacy, attitudes towards the implementation of teaching for creativity by integrating role identity and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 167 Chinese kindergarten teachers. The results showed that teachers' creative self-efficacy mediated the relationship between their creative role identity and their implementation attitudes. Process-focused self-efficacy was found to be significantly related to teachers' positive implementation attitudes, whereas product-focused self-efficacy was not. The implications of this study for research and practice in the school context are discussed. Copyright © 2019 Published by Elsevier Ltd.
Original languageEnglish
Pages (from-to)57-65
JournalTeaching and Teacher Education
Volume84
Early online dateMay 2019
DOIs
Publication statusPublished - Aug 2019

Fingerprint

role identity
teacher attitude
self-efficacy
creativity
Teaching
teacher
kindergarten teacher
cognitive theory
school

Citation

Huang, X., Lee, J. C.-K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers' attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65. doi: 10.1016/j.tate.2019.04.017

Keywords

  • Teaching for creativity
  • Creative role identity
  • Teacher creative self-efficacy
  • China