Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity

• Published in: Global knowledge, memory and communication memory and communication, 2022-05, Vol.71 (4/5), p.293-321
• Main Authors: Parhamnia, Farshad, Farahian, Majid, Rajabi, Yusef
• Format: Article
• Language: English
• Subjects: Creativity; Education; Empowerment; English as a second language; English as a second language instruction; English language; English teachers; Foreign language learning; Knowledge; Knowledge sharing; Language teachers; Pedagogy; Quantitative analysis; Questionnaires; Second language teachers; Self-actualization; Self-efficacy; Student teacher relationship; Students; Teachers; Teaching
• ISSN: 2514-9342; 2514-9350
• DOI: 10.1108/GKMC-03-2021-0040

Purpose As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy. Design/methodology/approach The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run. Findings The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed. Originality/value The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.