Inservice teachers’ beliefs and self-perceptions of creativity. A comparative study between Chile and Spain
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UPDATE: 11 September 2025
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Abstract
Creativity plays a central role in education, being recognized as a key competency in contemporary curricula. This study explores the beliefs and self-perceptions of creativity among 230 in-service teachers from Chile and Spain, considering variables such as educational level, gender, and national context. Using validated instruments —the Kaufman Domains of Creativity Scale (K-Docs) and the Teaching for Creativity Scales (TCS)— the research adopts a quantitative, descriptive, and correlational approach. Results reveal a moderate global creative self-perception, with statistically significant differences by gender and country. Furthermore, a strong positive correlation emerges between creative self-efficacy and global creative self-perception. The findings underscore the influence of teachers’ beliefs on their ability to foster creativity in the classroom and highlight the need to strengthen professional development in this area to support creative teaching practices.
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