Across two studies, we explore how teachers’ creative self-beliefs and self-regulation drive their creativity when faced with complex projects. In Study 1, 173 teachers reported on the most creative project they carried out last year and provided data on their creative self-beliefs (confidence and centrality of creativity) and self-regulation when pursuing projects. Creative self-beliefs were positively associated with the likelihood of obtaining more creative outcomes, both directly and indirectly, by strengthening teachers’ self-regulation. Moreover, highly innovative projects were unlikely if teachers’ beliefs and self-regulation were low. A latent profile analysis demonstrated three different approaches to carrying out and managing creative projects, resulting in varying levels of creativity in the final projects. These findings were extended and elaborated in a mixed-method Study 2, involving 16 teachers who participated in an intensive 10-week, microlongitudinal diary study and in-depth interviews. This study demonstrated that creative self-regulation allowed the teachers to plan and monitor their actions more effectively, resulting in more creative products. We discuss the role of self-beliefs and self-regulation in teachers’ creative agency and recommend future studies and practical interventions.

中文翻译：

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教师作为创造性主体：自我信念和自我调节如何推动教师的创造性活动

在两项研究中，我们探讨了教师在面对复杂项目时的创造性自信和自我调节如何驱动他们的创造力。在研究 1 中，173 名教师报告了他们去年开展的最具创造性的项目，并提供了有关他们在开展项目时的创造性自信（创造力的信心和中心性）和自我调节的数据。创造性自信与通过加强教师自我监管直接和间接获得更多创造性成果的可能性呈正相关。此外，如果教师的信念和自我约束力低下，高度创新的项目就不可能出现。潜在概况分析展示了执行和管理创意项目的三种不同方法，从而导致最终项目的创造力水平不同。这些发现在混合方法研究 2 中得到了扩展和阐述，该研究涉及 16 名教师，他们参加了为期 10 周的强化微纵向日记研究和深度访谈。这项研究表明，创造性的自我调节使教师能够更有效地计划和监控自己的行为，从而产生更多的创造性产品。我们讨论了自我信念和自我调节在教师创造性能动性中的作用，并推荐了未来的研究和实践干预措施。