Creative Self-Efficacy Among the Digital Age Teacher

Abstract

The sample consisted of 122 male and female teachers from the secondary stage in the Onaiza Governorate. They were randomly selected during the first semester of the academic year 2021-2022. To achieve the study objectives, a list of creative self-efficacy was used, and the researcher employed the descriptive-analytical approach. The results revealed a high level of overall creative self-efficacy and its two dimensions among secondary stage digital age teachers. Additionally, the findings indicated an elevated level of creative self-efficacy in both the creative performance and creative thinking dimensions. The study concluded with several recommendations, emphasizing the importance of focusing on the topic of creative self-efficacy and its development for both teachers and learners. Furthermore, the study proposed conducting more research on the subject of creative self-efficacy and exploring further the role of digital-age teachers.