Self-Efficacy as a Predictor of Creative Teaching Practices among Mathematics Teachers in Primary School

Abstract

Creative teaching plays a vital role in enhancing the quality of mathematics instruction. However, the implementation of creative teaching practices remains inconsistent, as some teachers continue to rely on traditional methods and display limited confidence in applying creative instructional strategies. Previous studies have identified teachers’ self-efficacy as a key factor influencing their willingness and ability to adopt creative instructional strategies. Therefore, this study aimed to examine whether self-efficacy significantly predicts creative teaching practices among primary school mathematics teachers. A quantitative survey design was employed, involving 377 mathematics teachers in primary schools selected through stratified random sampling. Data were collected using a questionnaire comprising two main constructs: teachers’ self-efficacy, measured with the Teachers’ Sense of Efficacy Scale (TSES), and creative teaching, assessed with an adapted instrument based on Torrance’s four components of creativity. Data were analysed using descriptive, Pearson correlation and simple linear regression. The results showed a significant positive relationship between teacher self-efficacy and creative teaching, and self-efficacy significantly predicted creative teaching, F(1, 375) = 349.16, p < .001, r = .69. This study suggests that strengthening teachers’ self-efficacy is crucial for promoting creative teaching practices and enhancing the quality of mathematics instruction at the primary school level. This can be supported through continuous professional development that provides teachers with opportunities to practise innovative instructional strategies, reflect on classroom experiences, and receive ongoing instructional support.