Teachers' individual creativity and their self-efficacy beliefs towards applying the constructivist approach

The aim of this research is to examine the relationship between teachers' individual creativity and self-efficacy beliefs aimed at applying Deconstructivist approach. The relational screening method was used in the research. in the 2023-2024 academic year, 3100 people working in schools affiliated to the Kırklareli Provincial Directorate of National Education have been identified as the universe of the research. After obtaining the necessary permits, official letters were sent to all schools located in Kırklareli provinces and districts, or teachers working here were contacted by e-mail and the scale was applied to a sample group of 401 people. As a data collection tool, the Personal Information Form, the "Organizational Creativity Scale" and the "Teachers' Self-Efficacy Belief Scale for Applying a Constructivist Approach" were used. The obtained data were transferred to the statistical package program. In the light of the sub-problems, it was examined whether the scale scores were differentiated in terms of various variables (gender, age, educational status, seniority year, type of school). The results are classified according to sociodemographic variables and stated in the form of frequency tables. The t test, Kruskal Wallis H test and Spearman-Brown Correlation Analysis were performed in accordance with the results obtained from the variables, and the Mann Whitney U test was applied to determine the direction of the differences. Based on the findings obtained, it was concluded that the teachers' individual creativity and self-efficacy beliefs towards applying the constructivist approach are at a high level. The individual creativity of the teachers did not differ according to gender, age, educational status, seniority year, and the type of school where the task was performed. It has been concluded that the teachers' self-efficacy beliefs towards applying the constructivist approach are at a high level. While teachers' self-efficacy beliefs about applying the constructivist approach did not differ in terms of gender, age, educational status, type of school assigned, they did not differ in terms of seniority year variable. It has been concluded that the relationship between teachers' individual creativity and self-efficacy beliefs aimed at implementing Deconstructivist approach is at a significant level in terms of total score and sub-dimension scores, at a high level and in a positive direction in general.