Study of the Relationship between Self-Efficacy Beliefs and Creative Teaching in Mashhad Nursing and Midwifery Faculty

Amin, Amjid; Rabiei, Mehdi

doi:10.29252/rme.11.1.10

Cited by 3 publications

(11 citation statements)

References 18 publications

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“…This is in tandem with the finding which concluded that there is a positive relationship between teachers’ creativity and their self-efficacy (Nesse, 2014). This is also consistent with the results reported by Mohebi Amin and Rabiei (2019) who studied the relationship between self-efficacy beliefs and creative teaching in Mashhad nursing and midwifery faculty members. They found a significant relationship between self-efficacy beliefs and creative teaching skills of faculty members.…”

Section: Discussionsupporting

confidence: 91%

“…The finding of the second research question can be interpreted in light of the argument that the most important characteristic of creative people is having a high self-concept (Mohebi Amin and Rabiei, 2019). This positive self-concept in turn can make the teacher more creative in designing the curriculum, classroom management and appropriate teaching methods (Haughey and Murphy, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Applying structural equation modeling, the present study additionally tries to account for the inconsistencies in previous investigations via the implementation of a more rigorous research design. Compared to past related studies (Alzoubi et al , 2016; Gunawan and Widodo, 2021; Mohebi Amin and Rabiei, 2019), the present research is a step forward proposing a more inclusive representation of the interactions among the variables under scrutiny. Furthermore, inasmuch as one conceives of creativity as “a mixture of extant knowledge and new knowledge” (Kogut and Zander, 1992), “the recombination of new and existing knowledge relies heavily on knowledge creation and use” (Rahimi et al , 2011, p. 21).…”

Section: Creativity Self-efficacy and Knowledge Sharingmentioning

confidence: 99%

“…Hence, Çayırdağ (2017) points to the idea that teachers’ creative self-efficacy, a term that highlights the close association between creativity and self-efficacy, is more likely to inspire their creative teaching performance because of their proclivity to be creative. Due primarily to their determining role in managing and knowledge sharing in the language schools, creativity and self-efficacy have aroused a growing body of research in recent years (Baezzat et al , 2015; Celik, 2013; Hosseini et al , 2014; Hsiao et al , 2011; Hsu et al , 2011; Mohebi Amin and Rabiei, 2019; Olowodunoye et al , 2015; Shaari et al , 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Although ample research has been carried out on the influence of creativity and self-efficacy on knowledge sharing and management (David et al , 2018; Gilson et al , 2013; Hosseini et al , 2014; Lee, 2018; Olowodunoye, 2015; Rudawska, 2020; Shaari et al , 2014; Widyani et al , 2017; Wu et al , 2012) as well as the relationship(s) that hold(s) between/among these three seemingly distinct variables (Albonaiemi and Ghahremani, 2016; Baezzat et al , 2015; Ergün and Avcı, 2018; Mohebi and Rabiei, 2019; Rahman et al , 2018; Safdar et al , 2020; Tehranineshat and Rakhshan, 2018), little, if any, has been done to examine the relationship between English language teachers’ self-efficacy and knowledge sharing. Accordingly, the researchers were encouraged to shed more light on issue and explore probable relationships among the variables.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity

Parhamnia

Farahian

Rajabi

2021

GKMC

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Purpose As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy. Design/methodology/approach The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run. Findings The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed. Originality/value The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Creativity Self-efficacy and Knowledge Sharingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity

Parhamnia

Farahian

Rajabi

2021

GKMC

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The Effectiveness web-based Educational Program on Optimal Use of Smartphones among Students with Nomophobia based on Self-Efficacy Theory: The Role of the Medical Librarian

Khosravi

Javadzade

Mahmoodi

et al. 2021

Iran J Health Educ Health Promot

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Background and Objective: Nomophobia is defined as the fear of being out of mobile phone contact and is considered a phobia of the modern age. The current study explored the effectiveness of the medical Librarian's web-based educational program on optimal use of smartphones among students with nomophobia based on self-efficacy theory. Materials and Methods: This semi-experimental study applied random controlled clinical trial and before-after Design groups with a follow-up method. The population included all students of Bushehr University of Medical Sciences. Of the population, 98 students with high score nomophobia were selected as a sample. They were divided into two groups, control, and intervention, randomly. The intervention group received a web-based educational program, plus an electronic pamphlet. Data were collected in two steps. SPSS software was used to analyze data. Results:The results indicated that the nomophobia score in an intervention group reduced significantly (P<0.001), just two weeks after the intervention (54.1±16.20) in comparison to the before (78.3±22.11). Also, the average score of self-efficacy increased remarkably (P<0.001), after the intervention (36.3±4.20) than before (30.8±4.79). The score of nomophobia and self-efficacy showed a significant difference between the control and intervention groups. Conclusion: Health-based educations, especially web-based educations, can be considered a good solution during the pandemics for target audiences. The useful web-based educational program could have improved the recognition of the students toward nomophobia and increase their self-efficacy.

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The Status of Creative Teaching in Medical Classes and Solutions for Its Promotion

Sohrabi,

Zabihi Zazoly,

Ramezani

et al. 2023

Shiraz E-Med J

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Background: Nowadays, creativity is emphasized in different aspects of teaching and learning. Different educational conditions, such as coronavirus disease 2019 (COVID-19), have directed attention to this issue. Objectives: The current study was an attempt to investigate creative teaching behaviors in medical classrooms and propose solutions for its promotion. Methods: This mixed-method study was conducted at the Iran University of Medical Sciences, Tehran, Iran (2020 - 2021). It was conducted in two phases, including quantitative (to determine the status quo) and qualitative (to provide solutions for its promotion). In the quantitative phase, 168 students were selected by simple random sampling. The data collection instrument was a standard creative teaching questionnaire. The qualitative phase included semi-structured interviews. The data were analyzed using qualitative content analysis and parametric tests. Results: The mean scores of creative teachings in higher-grade classes were significantly higher (P = 0.001). The highest mean score was reported for the fourth year (204.6 ± 0.58). The fourth-year students also had the highest mean scores in each component compared to other years. Except for the freedom component, the highest score was related to the third-year students (21.42 ± 0.89). In the qualitative phase, the strategies were classified into two categories: developing software factors (3 subcategories) and upgrading and developing hardware factors (2 subcategories). Conclusions: According to the current study, a creative class will provide an appropriate environment for fostering creativity in students. Therefore, the use of appropriate instructional designs and motivational models that are compatible with the educational environment can be a suitable strategy.

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Study of the Relationship between Self-Efficacy Beliefs and Creative Teaching in Mashhad Nursing and Midwifery Faculty

Cited by 3 publications

References 18 publications

Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity

Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity

The Effectiveness web-based Educational Program on Optimal Use of Smartphones among Students with Nomophobia based on Self-Efficacy Theory: The Role of the Medical Librarian

The Status of Creative Teaching in Medical Classes and Solutions for Its Promotion

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