Creative organizational climate of schools, general self-efficacy, creativity self-efficacy, and cultural efficacy of teachers
Yi, X., Cai, S., Scheithauer, H., Schwarzer, K. R, Luo, L., Huang, S. & Chen, G. (2008). Creative organizational climate of schools, general self-efficacy, creativity self-efficacy, and cultural efficacy of teachers. Hong Kong Educational Research Journal,23(2), 227-251. Hong Kong, China: Hong Kong Educational Research Association. Retrieved from http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2010/06/erj_v23n2_227-251.pdf
The aim of the present study is to examine the characteristics of the creative organizational climate of Chinese schools, teachers’ general self-efficacy, creativity self-efficacy and cultural efficacy of own culture and to analyse the relations between these four core variables. Our analyses revealed significant teaching duration differences, age differences and a significant two-way school × teaching subject interaction in creative organizational climate as well as significant gender difference in general self-efficacy. Results of a path analysis revealed significant path coefficients were from creative organizational climate to cultural efficacy of own culture, general self-efficacy, from general self-efficacy to cultural efficacy of own culture and creativity self-efficacy, and from cultural efficacy of own culture to creativity self-efficacy. Analyses only revealed evidence for an indirect pathway from creative organizational climate to creativity self-efficacy. Results suggest the development of interventions to increase creative organizational climate and enhance general self-efficacy in educational practices.
Institute for Positive Psychology and Education