Modeling of Creative Teaching Behavior based on Psychological Empowerment mediated by Creative Self-Efficacy among Teachers of Schools for Mental Retardation

The aim of the present research was the modeling of creative teaching behavior based on psychological empowerment mediated by creative self-efficacy among teachers of schools for mental retardation. This research was descriptive correlational using a structural equation modeling method. The statistical population included all teachers working in primary, first, and second grades of high schools for mental retardation in Qom City in the education year 2022- 2023 in the number of 674 people. The size of the statistical sample was determined to be 203 people, which was done using the online available sampling method. the questionnaires were the Creative Teaching Questionnaire (CTQ, Mohebi Amin et al., 2013), the Psychological Empowerment Questionnaire  (PEQ, Spreitzer & Mishra, 1995 ), and the Creative Self-Efficacy Questionnaire  (CEQ, Beghetto, 2006). For analyzing data we used the analysis of structural. The results of data analysis showed that the model has a good fit and there is a significant correlation & psychological empowerment and creative self-efficacy have a direct and significant effect on creative teaching behavior (P<0.01). Also, psychological empowerment through the mediation of creative self-efficacy has an indirect and significant effect on teachers' creative teaching behavior (P<0.01). The results of the research indicate the importance of the role of psychological empowerment and creative self-efficacy in promoting teachers' creative teaching, and it is recommended to hold educational workshops in this field.