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

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