Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 101
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شناسه ملی سند علمی:
JR_ELT-15-31_005
تاریخ نمایه سازی: 31 تیر 1402
چکیده مقاله:
Since teachers’ creative behavior or innovation-promoting inclination affects the quality of education, some recent studies have aimed to explore teachers’ willingness to practice teaching for creativity (TfC) in various education contexts. As an attempt to identify the correlates of TfC, the aim of this research was to test a model of model of TfC in EFL contexts based on teachers’ creative self-efficacy and their growth mindset. A number of ۴۷۲ Iranian English as a Foreign Language (EFL) teachers partook in this survey as the participants. The electronic versions of the questionnaires for the three latent variables were administered to the participants. Structural equation modelling was utilized to test the suggested model of TfC in the EFL context. The results indicated that both teachers’ creative self-efficacy and their growth mindset substantially influenced EFL teachers’ TfC although the contribution of creative self-efficacy was greater than. Additionally, teachers’ growth mindset had a slight effect on their creative self-efficacy. These findings can offer remarkable implications for EFL teacher educators
کلیدواژه ها:
نویسندگان
Jalil Fathi
Department of English Language, University of Kurdistan, Sanandaj, Iran
Milad Naderi
Department of English Language, University of Kurdistan, Sanandaj, Iran
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