Promoting creative professional behavior of future educators: the role of social capital, motivation and self-efficacy

Автор: Saputro I.N., Mahfud T., Sari A.I., Sukatiman

Журнал: Интеграция образования @edumag-mrsu

Рубрика: Психология образования

Статья в выпуске: 3 (112), 2023 года.

Бесплатный доступ

Introduction. Creative teaching behaviour for vocational teacher candidates has increased students’ creative skills. So, it is natural for scholars to pay full attention to how to shape creative teaching behaviour for teachers and candidates. Therefore, this study aims to explore the role of social capital on the creative teaching behaviour of teachers by involving motivation and self-efficacy as mediators. Materials and Methods. This study involved university students who were involved in a teacher education program. Two hundred twenty-eight campus students in a teacher education program at a state university in Yogyakarta-Indonesia participated in this study. Structural equation modelling analysis is used to prove the hypothesis. Results. The study results reveal that teacher candidates’ creative teaching behaviour is influenced by social capital, motivation, and self-efficacy. In addition, teacher candidates’ strength of social capital also predicts motivation and beliefs related to their teaching abilities. This study also proves that motivation and self-efficacy act as mediators that significantly mediate the effects of social capital on creative teaching behaviour for teacher candidates. Discussion and Conclusion. The results of this study provide important implications for university lecturers involved in teacher education programs to strengthen social capital, motivation, and self-efficacy for teacher candidates through the teaching process.

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Creative teaching behaviour, social capital, motivation, self-efficacy, teacher candidate

Короткий адрес: https://sciup.org/147241518

IDR: 147241518   |   DOI: 10.15507/1991-9468.112.027.202303.390-402

Текст научной статьи Promoting creative professional behavior of future educators: the role of social capital, motivation and self-efficacy

Policies worldwide emphasize the need to encourage student creativity in schools1 [1; 2]. In addition, many countriesʼ education systems emphasize encouraging students’ innovative thinking to spur economic development [3]. This condition causes one of the main goals of education in many countries to train creative talents because of the rapid progress of science and technology and the global economy. National education programs and curricula have emphasized students’ creative problem-solving skills to prepare them for the complexities of global work and the social scene [4]. In addition, creative thinking skills are one of the much-needed future skills2 [5]. Therefore, it is only natural that teachers currently expect to be able to foster the creative potential of students at various levels of edu-cation3 [6]. Enhancing creativity must start in schools, and it is the role of educators to teach and encourage creativity among students. Teachers who can rate creative teaching behavior will be able to impact increasing innovative ideas and students’ problem-solving skills [7].

Past studies have tried to discover what types of teaching and learning help students to be creative [8–10]. Much of this research explains why creative teaching is important to help students develop creative thinking skills and why teachers must generate and use new ideas in their lessons [6; 11; 12]. In this context, it can be understood that the teacher’s role is very important to instill creative skills in students through the learning process in the classroom. This means that teachers with creative teaching behavior need to receive important attention to foster creative skills in students.

Empirically, teachers’ creative teaching behavior is influenced by various factors. Two dimensions’ influence teachers’ creative teaching behavior: situational and personal.

Social cognitive theory (SCT) states that behavior is determined by situational and personal dimensions that encourage individuals to do something they want7. Of the two dimensions, the personal dimension is considered to have the greatest influence on driving individual behavior8. Although the personal dimension is the strongest predictor of individual behavior, the situational dimension is neglected. Personal aspects that scholars have highlighted are related to creative and innovative behavior, for example, motivation [14–16] and selfefficacy [16–18]. Meanwhile, the highlighted situational dimension is social capital [18–20].

Several studies conducted in the workplace have revealed that employees’ social capital is a key factor in the success of their creative endeavors [21; 22]. In addition, previous studies stated that individuals with higher levels of social capital are more likely to exhibit creative thinking [23]. In another context, having strong social capital can help drive innovation within companies [20]. Meanwhile, personal factors also have a vital impact on developing individual creative behavior. For example, Shin and Perdue show that intrinsic motivation can drive one’s intention to engage in open innovation and positively affects the creativity of the proposed innovation idea [15]. Another personal factor, self-efficacy, is also discussed by scholars as a determining factor for creative behaviour [16]. A study by Kumar et al. revealed that creative self-efficacy plays a role in forming innovative work behaviour [17]. The personal dimension, which includes motivation and self-efficacy, also plays a role in mediating the effects of environmental factors on individual innovative behaviour [16]. Despite widespread recognition of the importance of social capital for encouraging individual creative behavior and advancing the professional development of educators [24], studies on the role of social capital, motivation, and self-efficacy in teachers’ creative teaching behavior are still limited. Therefore, this study explores the role of social capital on teachers’ creative teaching behavior by involving teachers’ motivation and self-efficacy.

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