The Impact of Self-Efficacy and Creativity on Classroom Management among Elementary School Teachers

Abstract

This study aimed to investigate the relationship between individual self-efficacy beliefs, individual creativity, and classroom management among teachers in Tehran's Fifth Educational District. The study employed a quantitative approach, with an applied research objective and a descriptive correlational approach for data collection, fieldwork, and application. The statistical population comprised all primary school teachers in the Fifth Educational District, totaling approximately 1430 teachers. A sample of 303 teachers was selected using stratified random sampling via Morgan's Table. Data collection instruments included the Classroom Management Questionnaire by Wolfgang and Glickmann (1986), the Individual Creativity Questionnaire by Randsip (1979), and the Individual Self-Efficacy Questionnaire by Riggs and Knight (1999), which consisted of 106 questions. Confirmatory factor analysis was performed, and the reliability of the questionnaire was reported based on Cronbach's alpha coefficient for all values ​​greater than 0.7.  Cronbach's alpha coefficient for instrument reliability was 0.903 for individual self-efficacy, 0.863 for individual creativity, 0.894 for instructional management, 0.892 for behavior management, 0.808 for people management, and 0.822 for the overall score. Structural equation modeling (SEM) and SPSS 22 and Lisrel 8.8 software were used to analyze the research data. The results show that beliefs in individual self-efficacy and individual creativity are associated with teachers' classroom management. Based on the findings, it appears that teachers' beliefs and perceptions of their abilities lead to a positive attitude toward using creative teaching methods. Teachers who believe in their abilities use more creative and effective teaching methods.