Preservice classroom teachers' creativite self-efficacy and creativity in teaching

In this study, it is aimed to determine the level of the relationship between the creativity self-efficacy and creativity in teaching of pre-service primary school teachers and their personal variables. Since it aims to reveal the creativity self-efficacy and creativity in teaching of pre-service classroom teachers, it will be structured with relational survey model. Survey models are an approach that aims to describe a situation that has existed in the past or currently exists as it exists (Karasar, 2000, s.77). The study group of this research consists of prospective primary school teachers studying at Akdeniz University Faculty of Education in Konyaaltı district of Antalya province in the academic year 2022 - 2023. The data were collected by using "Creativity Self-Efficacy Scale", "Creativity in Teaching Scale" and "Personal Information Form" prepared by the researcher. 169 pre-service classroom teachers participated in the study. The data were analyzed with descriptive statistics, Kruskal-Wallis H test, Mann Whitney U test, t-Test, LSD test, Bonferroni test, ANOVA (Tukey), Kendall Taub and Pearson Correlation analysis. According to the findings of the study, creativity self-efficacy levels and creativity in teaching levels of pre-service primary school teachers do not show significant differences according to their gender, grade level, sports interest and the type of high school they graduated from. A positive relationship was found between creativity self-efficacy level and age. A low level relationship was found in the sub-dimensions of creativity in teaching. It was found that the socio-economic status of the pre-service primary school teachers affected their creativity self-efficacy when their socio-economic status was moderate, good and very good, but did not affect their creativity in teaching. While father's educational status did not affect creativity self-efficacy, it was found that it created significant differences in the subdimensions of creativity in teaching scale. On the other hand, mother's education level showed a significant difference with creativity self-efficacy level, but did not affect creativity in teaching level. Significant differences were found between technology and science interests and creativity self-efficacy levels. Significant differences were found between art, music, science, general culture and creativity in teaching scale sub-dimensions. While the frequency of participation in artistic activities did not affect the creativity self-efficacy levels of prospective primary school teachers, it was determined that there were significant differences in creativity in teaching levels. Keywords: Preservice primary school teacher, Creativity, Creativity in teaching selfefficacy