TY - JOUR ID - 15596 TI - Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers JO - Journal of English Language Teaching and Learning JA - ELT LA - en SN - 2251-7995 AU - Fathi, Jalil AU - Naderi, Milad AD - Department of English Language, University of Kurdistan, Sanandaj, Iran Y1 - 2023 PY - 2023 VL - 15 IS - 31 SP - 66 EP - 82 KW - creative self-efficacy KW - teacher growth mindset KW - teaching for creativity KW - EFL Context DO - 10.22034/elt.2022.53600.2511 N2 - 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 472 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 UR - https://elt.tabrizu.ac.ir/article_15596.html L1 - https://elt.tabrizu.ac.ir/article_15596_85268bcf52ea17c9039356328985a60d.pdf ER -