THE IMPACT OF MASTERY GOAL ORIENTATION IN MODERATING CREATIVE SELF-EFFICACY ON FEEDBACK RECEIVED FOR IMPROVING INNOVATIVE WORK BEHAVIOR AND CREATIVE PERFORMANCE IN INDONESIAN TEACHERS

Abstract

Creativity is an important characteristic that must be possessed by teachers to be able to solve various problems in the world of education with the aim that learning can be achieved optimally. Apart from the talent that has been possessed since birth, creativity can also be presented by several factors. External factors, namely the role of feedback and internal factors, namely creative self-efficacy, innovative work behavior, and mastery goal orientation. The purpose of this research is to identify the influence of creative self-efficacy, innovative work behavior, and creative performance which is moderated by feedback and mastery goal orientation for all teachers in Indonesia. This study was designed using a purposive sampling method involving 265 teachers of Vocational High Schools (SMK) in Indonesia with various subjects and with at least 1 semester of teaching experience. Data were analyzed using Structural Equation Model (SEM) with SmartPLS 3.2.9. Some of the findings in this study are that creative self-efficacy and innovative work behavior have an influence on creative performance. Feedback also has a moderating effect on the relationship between creative self-efficacy and creative performance variables. However, there is no moderating effect on the mastery goal orientation variable which links feedback to creative performance