Constructing the Associations Between Creative Role Identity, Creative Self-Efficacy, and Teaching for Creativity for Primary and Secondary Teachers

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 self-efficacy 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.