Abstract
The purpose of this study was to develop a Turkish version of the Creative Self-Efficacy Scale (CSES) and to explore its psychometric properties. Participants were 489 preservice teachers enrolled in a public university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers (48.06%) participated in the first study for the exploratory factor analysis (EFA), and 254 (51.94%) participated in the second study for the confirmatory factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in preschool teaching and 132 (46.8%) were studying in classroom teaching programs. CSES, which is a 3-item Likert-type English questionnaire, was translated into Turkish by the researcher. Eight researchers who were expert in Turkish education, English language teaching, educational measurement and evaluation, elementary education and educational technology fields participated in the back-translation and expert review processes. Scale scores did not differ according to sex, age, grade or department of the respondent. However, creative self-efficacy was observed to be related to design self-efficacy.
 Keywords: Creativity, creative performance, creative self-efficacy, creative teaching, scale adaptation.
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