Probing Teacher Creativity in the Light of Motivation, Self-efficacy and Burnout

• Main Authors: Parviz Alavinia, Flora Pashazadeh
• Format: Article
• Language: English
• Published: Lasting Impressions Press 2018-12-01
• Series: International Journal of English Language and Translation Studies
• Subjects: Teacher Creativity; Teacher Motivation; Self-Efficacy; Burnout; Correlation
• Online Access: http://www.eltsjournal.org/archive/value6%20issue4/8-6-4-18.pdf

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers’ creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance’s (2008) test of creativity, Hackman and Oldham’s (1980) teacher motivation scale, Bandura’s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson’s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers’ motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.