The examination of the relationship between prospective teachers' creative self-efficacy and teaching 21st century skills

Abstract

The purpose of this study is to examine the relationship between the teaching of 21st-century skills and the creative self-efficacy of prospective teachers. The research followed a correlational survey design and involved 175 prospective teachers enrolled at a university in the eastern region of Turkey. Data collection was carried out using the "21st Century Skills Teaching Scale" and the "Creative Self-Efficacy Scale." Descriptive statistics, t-tests, ANOVA, Pearson Correlation Analysis, and Linear Regression Analysis were employed to analyze the data. The findings revealed that the prospective teachers exhibited a high level of proficiency in teaching 21st-century skills and had a strong sense of creative self-efficacy. There was no significant difference in the level of teaching 21st-century skills and creative self-efficacy among prospective teachers from different departments. However, male prospective teachers demonstrated a higher level of proficiency in teaching 21st-century skills compared to their female counterparts. Furthermore, a positive and significant relationship was observed between the teaching of 21st-century skills and creative self-efficacy