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

被引：39

作者：

Huang, Xianhan ^{[1
]}

Lee, John Chi-Kin ^{[2
]}

Yang, Xiaoping ^{[3
]}

机构：

[1] Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong Isl, Hong Kong, Peoples R China

[2] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China

[3] Southwest Univ, Fac Educ, 2 Tian Sheng Rd, Chongqing, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 84卷

关键词：

Teaching for creativity; Creative role identity; Teacher creative self-efficacy; China; EMPLOYEE CREATIVITY; TRANSFORMATIONAL LEADERSHIP; FOSTERING CREATIVITY; PROMOTE CREATIVITY; I AM; EDUCATION; PERCEPTIONS; INNOVATION; PERSONALITY; EXPERIENCES;

D O I：

10.1016/j.tate.2019.04.017

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explored the relationships between teachers' creative role identity, creative self-efficacy, attitudes towards the implementation of teaching for creativity by integrating role identity and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 167 Chinese kindergarten teachers. The results showed that teachers' creative self-efficacy mediated the relationship between their creative role identity and their implementation attitudes. Process-focused self-efficacy was found to be significantly related to teachers' positive implementation attitudes, whereas product-focused self-efficacy was not. The implications of this study for research and practice in the school context are discussed. (C) 2019 Published by Elsevier Ltd.

引用

页码：57 / 65

页数：9

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