The Effects of Childcare Teacher’s Creative Mindset on Creative Teaching Behaviors Mediating Instructional Self-Efficacy

This study examined the mediating effect of childcare center teachers’ instructional self-efficacy on the relationship between creative mindset and creative teaching behaviors. The sample consisted of 255 teachers employed in childcare centers in the Daegu-Kyungpook Provinces. Data were collected through self-report questionnaires designed to assess creative mindset, instructional self-efficacy, and creative teaching behaviors. The collected data were analyzed using Hayes’ PROCESS Macro Model 4.1, utilizing SPSS Win 21.0. The results were as follows :<br/> First, childcare teachers' creative mindset exhibited a positive effect on their creative teaching behaviors. Second, childcare teachers' instructional self-efficacy demonstrated a positive effect on their creative teaching behaviors.<br/> Third, childcare teachers' creative mindset showed a positive effect on their instructional self-efficacy. Fourth, the impact of a childcare teachers' creative mindset on creative teaching behaviors was found to be completely mediated by instructional self-efficacy. The findings indicate that teachers’ instructional self-efficacy plays a significant role in fostering preschoolers’ creativity within the classroom. Therefore to enhance teachers' creative teaching behaviors and promote children's creativity, it is essential to strengthen instructional self-efficacy based on childcare teachers' creative mindset.