Objective: This study investigated the relationship between preschool teachers’creativity, teaching efficacy, and creativity-fostering teaching and examined themediating effect of teaching efficacy.
Methods: A total of 202 preschool teachers participated in this study. TheCreative Behavior Inventory (CBI), Teaching Efficacy Scale, and theCreativity-Fostering Teacher Behavior Index (CFTI) were used for the survey.
A hypothesized model and alternative model were tested using structuralequation modeling. Collected data were analyzed using 18.0 PSAW and AMOS.
Results: The results showed that preschool teachers’ creativity was positivelyassociated with their teaching efficacy and creativity fostering teaching.
Preschool teacher’s teaching efficacy positively related to their creativityfostering teaching. Preschool teachers’ creativity had a significant positivedirect effect on creativity-fostering teaching and also an indirect effect oncreativity-fostering teaching via teaching efficacy.
Conclusion/Implications: Implications to foster creativity in preschool andkindergarten are discussed, highlighting the necessity for teacher education topromote teaching efficacy as well as teacher’s creativity and creativity-relatedactivities.