Relationships between teachers creativity fostering behaviors and their self-efficacy beliefs

Abstract

Akdeniz University Alanya Faculty of Education, Antalya, Turkey. Received 17 April, 2014; Accepted 27 August, 2014 This study aims to examine primary and secondary school teachers’ creativity fostering behaviors and self-efficacy beliefs according to gender and subject matters taught by teachers and to investigate the relationships between teachers’ creativity fostering behaviors and their self-efficacy beliefs. The study was conducted with the participation of 120 teachers employed in primary and secondary schools in Ortaca District of Mugla Province. “Creativity Fostering Teacher Index Scale” (CFTIS) and “Teachers' Sense of Efficacy Scale” were used in data collection. Study results show a positive moderate level relationship between teachers’ creativity fostering behaviors and self-efficacy beliefs. It was also identified that gender and subject matter were not significant factors in teachers’ creativity fostering behaviors and teachers’ self-efficacy beliefs did not show meaningful differences based on subject matter taught by teachers.