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

Leaders’ positive and implicit followership theory (LPIFT) in a university scientific research team influences innovation in university scientific research. Individual creativity is an important aspect of innovation in university scientific research. However, the influence mechanism of LPIFT of a university scientific research team on individual creativity remains unclear. Based on social cognitive theory and the input–process–output (IPO) theoretical model, we selected a postgraduate supervisor and postgraduates of a university scientific research team as the research objects. We explored the influence between LPIFT of a university scientific research team leader and individual creativity using a questionnaire. A total of 413 valid paired samples were collected from the postgraduate and postgraduate supervisor. We drew the following conclusions: LPIFT of the university scientific research team had a direct positive effect on individual creativity. Individual creative role identity, individual creative self-efficacy, and individual willingness to create knowledge had completely mediating effects on the relationship between LPIFT of the university scientific research team and individual creativity. Proactive personality positively moderated the relationship between LPIFT of the university scientific research team and individual creative role identity, as well as LPIFT of the university scientific research team and individual creative self-efficacy. Proactive personality also positively moderated the mediating effect of individual creative role identity and individual creative self-efficacy. However, the moderating effect of proactive personality between LPIFT of university research teams and individual willingness to create knowledge was not significant. Proactive personality also did not positively moderate the mediating effect of individual willingness to create knowledge.

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PREDICTORS OF CREATIVE SELF-EFFICACY, CREATIVE ROLE IDENTITY AND SELF-PERCEIVED CREATIVE BEHAVIOR

4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings4th, Science and Society ◽

10.5593/sgemsocial2017/32/s11.032 ◽

2017 ◽

Author(s):

Kinga Szabo

Keyword(s):

Self Efficacy ◽

Role Identity ◽

Creative Behavior ◽

Creative Self ◽

Creative Role

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Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

Sustainability ◽

10.3390/su13042300 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2300

Author(s):

Constanza San Martin ◽

Chenda Ramirez ◽

Rubén Calvo ◽

Yolanda Muñoz-Martínez ◽

Umesh Sharma

Keyword(s):

Inclusive Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Inclusive Classrooms ◽

Inclusive Practices ◽

Teacher Qualification ◽

Service Training ◽

Teachers Attitudes ◽

Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

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The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2019/v9/i1/1380 ◽

2021 ◽

pp. 23-32

Author(s):

Şenol Şen

Keyword(s):

Preservice Teachers ◽

Regression Analysis ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Attitude Scale ◽

Teaching Profession ◽

Sense Of Efficacy ◽

Correlational Research ◽

Teachers Attitudes ◽

The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

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A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices

Educational Studies ◽

10.1080/03055698.2021.1969646 ◽

2021 ◽

pp. 1-19

Author(s):

Akie Yada ◽

Ghaleb H. Alnahdi

Keyword(s):

Comparative Study ◽

Inclusive Education ◽

Self Efficacy ◽

Inclusive Practices ◽

Teachers Attitudes

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Measuring Beliefs about Teaching for Creativity

Teachers College Record ◽

10.1177/016146812012200701 ◽

2020 ◽

Vol 122 (7) ◽

pp. 1-22

Author(s):

Jen Katz-Buonincontro ◽

Richard W. Hass ◽

Elaine Perignat

Keyword(s):

Self Efficacy ◽

Pedagogical Practices ◽

Convenience Sample ◽

Practicing Teachers ◽

Domain Specific ◽

Teaching For Creativity ◽

Teachers Beliefs ◽

Beliefs About Teaching ◽

Separate Factor ◽

Creative Self

Background/Context Beliefs about teaching for creativity is a newer area of empirical investigation in education. Purpose The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity. Subjects The study subjects were preservice and practicing teachers enrolled in bachelor's, master's, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States. Research Design This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning. Data Collection and Analysis A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording. Results The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors. Recommendations We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.

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