Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers.

Abstract

This study explored and demonstrated the significant association between teachers' creative self-concepts, namely creative role identity and creative self-efficacy, and teaching for creativity. Multigroup structural equation modeling was used with data from 1,043 primary and secondary teachers. The results confirmed that teachers' creative role identity consisted of their self-view of creative behavior and perceived expectations from school, colleagues, and students. Both personal and contextual aspects of creative role identity were significantly related to teaching for creativity, and school expectations were the most closely associated. The findings showed that secondary teachers had a higher level of creative selfefficacy and performed more creativity-fostering behavior than primary teachers. Some of the personal and contextual antecedents were more balanced for secondary teachers than they were for primary teachers, which contributed to their creative self-efficacy.

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

“…Based on the findings (model 2), CSA played a mediator role in the subscales of LI (i.e., learning self-efficacy, burnout, resilience, attitudes toward learning, openness to change, classroom affectivity, and coping). The result is supported by the findings of Huang (2022) as well as Gorjinpour and Barzegar (2022). They concluded that self-assessment is pivotal in individuals' selfefficacy and self-concept.…”

Teacher Efficacy and Teacher Social Perception in Creative Teaching for Elementary School Teachers

“…Elementary school teachers need high self-confidence to integrate creativity into the curriculum and activities during teaching and learning (X. Huang, 2022;Roebianto, 2020). The self-confidence that creativity is an important aspect that needs to be developed will lead teachers to form creative students.…”

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy

“…While research evidence remains scarce as to how teachers’ inclusive role identity influences teachers’ inclusive teaching behaviour, identity theory postulates inherent connections between them [ 25 , 44 ]. Identity theory mentions that individuals are motivated to maintain consistency between their identity meaning and behaviour [ 28 , 45 ].…”

“…Teachers’ inclusive role identity (TIRI) and efficacy for inclusive practice (TEIP) were examined as two teacher-level factors that mediated the PTL effects on TITB. On the one hand, identity theory [ 23 , 24 ] emphasises that the way teachers perceive and define themselves within their professional roles, as well as their interactions with significant others, has a profound influence on their beliefs and actions related to daily teaching behaviours [ 25 ]. On the other hand, teacher efficacy, as informed by social cognitive theory [ 26 ], has been consistently identified as a crucial mechanism through which the influences of PTL are transmitted and impact teachers’ instructional practices.…”