The relationship between teachers’ openness, creative beliefs, self-efficacy, ICT competencies and creative pedagogy

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 1
  In Roundtable Session: Evolving Pedagogies in a Digital and Global Age

Abstract

This study investigates how teachers' openness, creative beliefs, self-efficacy, and ICT competencies influence creative pedagogy through the lens of Hofstede’s cultural dimensions theory, offering a cross-cultural comparative perspective. Results reveals that creative beliefs and ICT competencies consistently impact creative pedagogy. However, teachers’ self-efficacy shows culturally specific effects: in East Asia, self-efficacy does not directly affect creative pedagogy, while in Western and Latin American countries, self-efficacy in classroom management and instruction predicts creative pedagogy. Notably, in Australia, only self-efficacy in maintaining positive student relations is significant. These findings highlight the nuanced interplay between teacher characteristics and cultural values, offering insights for fostering creativity in diverse educational settings.

Authors

• Wen SHAO, University of Hong Kong

• Xianhan Huang, The Education University of Hong Kong

• Shiyu Zhang, University of Hong Kong