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.
|Journal||Teaching and Teacher Education|
|Early online date||May 2019|
|Publication status||Published - Aug 2019|
CitationHuang, 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
- Teaching for creativity
- Creative role identity
- Teacher creative self-efficacy