Document Type : Original Article
Authors
1
Department of Education, School of Humanity, University of Kashan, Kashan, Iran
2
Associate Prof, Education Department, School of Humanity, University of Kashan, Kashan, Iran.
Abstract
The innovative organizational climate and perceived organizational support, in addition to affecting organizational processes and teachers' professional performance, can lead to the formation of individual beliefs and the promotion of creative self-efficacy in educational environments. Therefore, examining relationship between these variables and identifying their mediating mechanisms in promoting teachers' creative capabilities is of particular importance. Therefore, the aim of the present study is to examine the effect of innovative organizational climate and perceived organizational support on teachers' creative self-efficacy with the mediating role of growth mindset. The study type was descriptive-correlational and the statistical population of the study included all teachers in Natanz City, 270 of whom were selected as a sample through Cochran formula. The measurement tools included four innovative organizational climate questionnaires, organizational support questionnaire, creative self-efficacy questionnaire, and mindset questionnaire. through Cronbach's alpha coefficient, the reliability of the innovative organizational climate questionnaire 0.83, perceived organizational support 0.90, creative self-efficacy 0.92, and growth mindset 0.89 estimated. The results showed that the effects of innovative organizational climate, perceived organizational support, and growth mindset on teachers' creative self-efficacy are positive & significant. Also, teachers developed growth mindset, as a mediating variable, have a significant & significant role in the effect of innovative organizational climate and perceived organizational support on teachers' creative self-efficacy. Therefore, in order to effectively promote teachers' creative self-efficacy, simply providing innovative & supportive work environments is not enough, but it is necessary to design training and professional development programs in a way that strengthens teachers' growth mindset.
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