The Effect of Successful Intelligence on Creative Performance through the Mediating Role of Teachers' Self-efficacy

Educational organizations, especially the schools of our country, in today's changing conditions, in order to deal with the many issues and problems they are faced with, urgently need managers and teachers who are creative and up-to-date and show this creativity in their job performance. So, the present research was conducted with the aim of investigating the effect of successful intelligence on creative performance through the mediating role of teachers' self-efficacy. The research method was quantitative, descriptive and correlational. The research population were all teachers in district total (4) of Shiraz 1890 people, from which a sample of 318 people were selected by simple random sampling method based on Morgan's table. Data were collected using the Successful Intelligence Questionnaire of Grigorenko, Jarvin and Sternberg (2002), Riggs & Knight (1994) self-efficacy, and the creative performance of Oldham and Cummings (1996). To determine the reliability and validity of the instruments, Cronbach's alpha techniques and confirmatory factor analysis were used. The results showed optimal reliability and validity of the instruments. Data analysis was performed using descriptive (mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) using SPSS and Lisrel software. The results of the analysis showed that successful intelligence had a direct, positive and significant effect at the 0.05 level on teachers' creative performance and self-efficacy; self-efficacy had a direct, positive and significant effect at the 0.05 level on creative performance. Also, successful intelligence had an indirect, positive and significant effect on teachers' creative performance through the mediating role of self-efficacy.