Explaining teachers' creativity self-efficacy based on positive and negative emotions, cognitive flexibility

-The present research was conducted with the aim of explaining the self-efficacy of teacher creativity based on the variables of positive and negative emotions and cognitive flexibility. The research method was descriptive and correlational. The statistical population of the research consisted of elementary school female teachers of Khoy city, 234 teachers participated in the research as a sample. The creativity self-efficacy questionnaires of Lee (2008), Chen's teacher excitement (2016) and Dennis and Vanderwaal's (2010) cognitive flexibility questionnaires were used to collect data. Data analysis was done using Pearson's correlation coefficient and multiple regression by stepwise method. The results of the data showed that teachers' creativity self-efficacy can be predicted based on positive and negative emotions and cognitive flexibility components (problem solving processing, perception of controllability). As a result, by strengthening the teacher's emotions, flexibility and successful intelligence in teaching, the self-efficacy of teachers' creativity can be increased.