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Introduction

In the contemporary educational landscape, fostering creativity in students has become a paramount goal for educators worldwide. Creativity is considered a crucial skill for success in the 21st century, as it enables individuals to think outside the box, solve complex problems, and adapt to rapidly changing environments. As such, understanding the factors that promote creativity in students is of utmost importance. One such factor that has been gaining attention in recent years is teacher self-efficacy.

Teacher self-efficacy is defined as the belief that teachers have in their ability to positively impact student outcomes. Research has shown that teacher self-efficacy has a significant influence on student motivation, engagement, and academic achievement. However, its role in promoting student creativity has not been extensively studied. This thesis aims to fill this gap by examining the role of teacher self-efficacy in promoting student creativity.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Theoretical framework of creativity
2.2 Definition and measurement of creativity
2.3 Teacher self-efficacy and its dimensions
2.4 Relationship between teacher self-efficacy and student outcomes
2.5 Factors influencing teacher self-efficacy
2.6 Teacher self-efficacy and student creativity
2.7 Empirical studies on teacher self-efficacy and student creativity
2.8 Gaps in the literature
2.9 Theoretical implications
2.10 Practical implications

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection instruments
3.4 Data collection procedures
3.5 Data analysis
3.6 Ethical considerations
3.7 Limitations of the study
3.8 Validity and reliability

Chapter 4: Discussion of Findings
4.1 Overview of the findings
4.2 Relationship between teacher self-efficacy and student creativity
4.3 Mediating factors
4.4 Moderating factors
4.5 Implications for practice
4.6 Implications for policy
4.7 Recommendations for future research

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Practical implications
5.4 Limitations of the study
5.5 Directions for future research

Thesis Overview: Examining the role of teacher self-efficacy in promoting student creativity

Creativity is a vital skill that empowers individuals to think innovatively and adapt to dynamic situations. In the educational context, fostering student creativity is essential for preparing students to thrive in the rapidly changing world. Teacher self-efficacy, defined as the belief in one’s ability to positively impact student outcomes, has been recognized as a significant factor influencing student motivation and achievement. However, the role of teacher self-efficacy in promoting student creativity remains underexplored.

The present thesis seeks to investigate the relationship between teacher self-efficacy and student creativity. Through a comprehensive review of existing literature and empirical studies, this thesis aims to identify the mechanisms through which teacher self-efficacy influences student creativity. By examining the theoretical and practical implications of this relationship, this thesis contributes to a deeper understanding of the factors that contribute to student creativity.

The research methodology involves a quantitative approach, utilizing surveys and statistical analysis to assess the relationship between teacher self-efficacy and student creativity. The study sample includes teachers and students from diverse educational settings, ensuring a broad perspective on the issue. By analyzing the data collected, this study aims to provide valuable insights into the role of teacher self-efficacy in promoting student creativity.

Overall, this thesis provides a comprehensive examination of the role of teacher self-efficacy in promoting student creativity. By shedding light on this critical issue, this study contributes to the ongoing discourse on fostering creativity in educational settings and highlights the importance of teacher beliefs in shaping student outcomes.

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