Author Information
Luecha Ladachart, University of Phayao, ThailandLadapa Ladachart, Chiang Mai University, Thailand
Abstract
Creativity is a key characteristic for individuals navigating the modern world. As such, teachers are expected to foster creativity in students—directly, by explicitly setting creativity as a learning outcome, and indirectly, by modeling creative behavior in the classroom. In both cases, teachers require creative self-efficacy, or a belief in their own creative ability. Therefore, teacher education programs must cultivate creative self-efficacy in preservice teachers. However, longitudinal research tracking preservice teachers’ creative self-efficacy over time remains limited. This study addresses this gap by examining the development of creative self-efficacy in 23 preservice teachers (3 male, 20 female) enrolled in a teacher education program in Thailand. Participants were assessed at the beginning and end of two courses—Course A and Course B—taken in the second and fourth years of the program, respectively. Course A was theory-oriented and focused on instructional methods and lesson planning. More practically, Course B emphasized the design and rehearsal of instruction. A Likert-type questionnaire served as the research instrument. Although the Shapiro-Wilk test indicated that the data were normally distributed (p > .05), Mauchly’s test revealed a violation of the assumption of sphericity (p < .05). Consequently, the Friedman test with Conover’s post-hoc comparisons was used instead of repeated-measures ANOVA to analyze the data. The results showed a significant increase in participants’ creative self-efficacy during Course B, highlighting the importance of creativity in lesson implementation rather than in lesson design alone. Sources of creative self-efficacy are discussed from a theoretical perspective, and practical implications are proposed.
Paper Information
Conference: ACE2025Stream: Professional Training
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Ladachart L., & Ladachart L. (2026) Creativity in Action: Building Preservice Teachers’ Creative Self-Efficacy Through Lesson Design and Implementation ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1103-1115) https://doi.org/10.22492/issn.2186-5892.2026.86
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.86
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