What Really Counts? Investigating the Effects of Creative Role Identity and Self-Efficacy on Teachers' Attitudes Toward the Implementation of Creative Teaching

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-1 - I Know I Can: Exploring Teachers' Self-Efficacy

Abstract

This study explores the relationships among teachers’ creative role identity, creative self-efficacy, and their attitudes towards the implementation of creative teaching by integrating role identity and social cognitive theories. Structural equation modelling with bootstrapping estimation was conducted using data from 167 Chinese kindergarten teachers. The results show that teachers’ creative self-efficacy mediated the relationship between their creative role identity and implemental attitudes. The process-focused self-efficacy was found to be significantly related to their positive implemental attitudes, whereas product-focused self-efficacy was not.

Authors

• Xianhan Huang, University of Hong Kong

• John Chi Kin Lee, Education University of Hong Kong

• Xiaoping Yang