Self‐perceptions in difficult times. A study highlighting how creative self‐efficacy of teachers is influenced by perceived stress, hope and critical thinking disposition

Abstract

Educators are indispensable assets to society as they support students through the provision of good quality education (SDG4). While they establish working environments where students feel safe and able to contribute to their intellectual capital, an essential consideration arises when educators find themselves facing significant challenges. This study examines how critical thinking disposition, hope and stress perceived during the COVID‐19 pandemic relate to participants' belief in their ability to address pandemic‐related challenges through creative means. Responses from 173 educators revealed that critical thinking disposition is positively associated with educators' self‐perception of creative self‐efficacy. This study also finds that creative self‐efficacy is negatively affected by perceived stress. The findings also indicate demographic and professional differences in creative self‐efficacy among educators in Malta, with younger educators and those working in higher educational levels, particularly at tertiary institutions, exhibiting higher levels of this construct. However, the role within the institution influenced creative self‐efficacy levels differently. The findings from this study underline the relevance of initiatives aimed at bolstering support for educators.