<abstract xmlns="http://www.w3.org/1999/xhtml"><bold>Context</bold>. Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce creative outcomes, is believed to be one of the factors that support creativity in the classroom and is connected to general self-esteem.<bold>Objectives and design</bold>. In the present paper, two studies were conducted to map Estonian teachers’ CSE and the factors, beliefs and attitudes towards creativity that are related to it, as well as how teachers transfer their CSE into their everyday activities in the classroom. In the first study, Estonian adaptation of Rubenstein et al. (2013) Teaching for Creativity Scales and Rosenberg Self-Esteem Scale (Pullmann &amp; Allik, 2000) were used. The second study was based on a qualitative analysis, using in-service teachers’ self-reports focusing on their teaching practices.<bold>Main outcomes</bold>. As a result of both studies, a framework for understanding teachers’ CSE is proposed, where self-esteem and perceived societal value of creativity are associated with the manifestation of CSE in the classroom, which in turn transfers into enhancing creativity through teaching for creativity and creative teaching.</abstract>

Context. Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce creative outcomes, is believed to be one of the factors that support creativity in the classroom and is connected to general self-esteem.Objectives and design. In the present paper, two studies were conducted to map Estonian teachers’ CSE and the factors, beliefs and attitudes towards creativity that are related to it, as well as how teachers transfer their CSE into their everyday activities in the classroom. In the first study, Estonian adaptation of Rubenstein et al. (2013) Teaching for Creativity Scales and Rosenberg Self-Esteem Scale (Pullmann & Allik, 2000) were used. The second study was based on a qualitative analysis, using in-service teachers’ self-reports focusing on their teaching practices.Main outcomes. As a result of both studies, a framework for understanding teachers’ CSE is proposed, where self-esteem and perceived societal value of creativity are associated with the manifestation of CSE in the classroom, which in turn transfers into enhancing creativity through teaching for creativity and creative teaching.

Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Context. Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce creative outcomes, is believed to be...

Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour

Data publikacji: 18 lis 2020

Zakres stron: 183 - 207

Otrzymano: 26 gru 2019

Przyjęty: 06 sie 2020

DOI: https://doi.org/10.2478/ctra-2020-0011

Słowa kluczowe
Teachers’ creative self-efficacy, Creative teaching, Classroom, Self-esteem

© 2020 Stanislav Nemeržitski et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour

Data publikacji: 18 lis 2020

Zakres stron: 183 - 207

Otrzymano: 26 gru 2019

Przyjęty: 06 sie 2020

DOI: https://doi.org/10.2478/ctra-2020-0011

Słowa kluczoweTeachers’ creative self-efficacy, Creative teaching, Classroom, Self-esteem

© 2020 Stanislav Nemeržitski et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
Teachers’ creative self-efficacy, Creative teaching, Classroom, Self-esteem