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

TitleWhat really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity
Authors
Huang, XYLee, JCKYang, XP
KeywordsChina
Creative role identity
Teacher creative self-efficacy
Teaching for creativity
Issue Date2019
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching and Teacher Education, 2019, v. 84, p. 57-65 How to Cite?
DOI: http://dx.doi.org/10.1016/j.tate.2019.04.017
AbstractThis 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. © 2019
Persistent Identifierhttp://hdl.handle.net/10722/273007
ISSN
0742-051X
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.663
ISI Accession Number ID
WOS:000476964000005

 

DC FieldValueLanguage
dc.contributor.authorHuang, XY-
dc.contributor.authorLee, JCK-
dc.contributor.authorYang, XP-
dc.date.accessioned2019-08-06T09:20:48Z-
dc.date.available2019-08-06T09:20:48Z-
dc.date.issued2019-
dc.identifier.citationTeaching and Teacher Education, 2019, v. 84, p. 57-65-
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10722/273007-
dc.description.abstractThis 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. © 2019-
dc.languageeng-
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate-
dc.relation.ispartofTeaching and Teacher Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectChina-
dc.subjectCreative role identity-
dc.subjectTeacher creative self-efficacy-
dc.subjectTeaching for creativity-
dc.titleWhat really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity-
dc.typeArticle-
dc.identifier.emailHuang, XY: yxhhuang@hku.hk-
dc.identifier.authorityHuang, XY=rp02213-
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.tate.2019.04.017-
dc.identifier.scopuseid_2-s2.0-85065560000-
dc.identifier.hkuros300767-
dc.identifier.volume84-
dc.identifier.spage57-
dc.identifier.epage65-
dc.identifier.isiWOS:000476964000005-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0742-051X-

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