Teaching for creativity in an EFL context: The predictive roles of school climate, teaching enthusiasm, and metacognition

Abstract

This study delves into the realm of teaching for creativity within the context of English as a Foreign Language (EFL) instruction. Grounded in theoretical underpinnings and empirical investigation, this research employs structural equation modeling (SEM) to scrutinize the interplay between EFL teachers' perceptions of school climate, teaching enthusiasm, teaching metacognition, and teaching for creativity (TfC). Through an online survey, 387 English teachers partook in this study, responding to comprehensive questionnaires assessing the aforementioned constructs. SEM analyses underscore that teaching enthusiasm emerges as the most potent predictor of TfC. Direct influences of school climate and teaching metacognition on TfC are substantiated. Furthermore, the impact of school climate on TfC is mediated through teaching enthusiasm and teaching metacognition. These findings bear substantial implications for teacher education initiatives, elucidating the pivotal role of school climate in fostering creativity through teaching enthusiasm and metacognitive strategies.