Document Type : Quantitative Research Paper
Assistant Professor, Department of Educational Sciences, Faculty of Letters & Humanities, Hakim Sabzevari University, Sabzevar, Iran.
Sabzevar University of Medical Sciences, Sabzevar, Iran
Associate Professor, Department of Educational Sciences, Faculty of Letters & Humanities, Hakim Sabzevari University, Sabzevar, Iran.
Self-efficacy beliefs can be effective in teaching method and more creative managing classroom. Teacher self-efficacy and creativity are factors that can affect their organizational Silence.Because teacher silence is closely related to innovation and creativity, the quality of decision-making, effectiveness, and teacher’ morale;Thereforeidentifying the factors that cause it is very important.The aim of this study is applied research;and in terms of research method, it is a description of the type of correlation. The statistical population of this study is all primary school teachers in Joghatay city in Iran, whose numbers are equal to 360 people in the 2018-2019 educational year. 186 people were considered as the research by cluster random sampling method. The tools used in this study include the Scannan, Moran, and Wolfonk Self-Efficacy Questionnaire the Cronbach's alpha coefficient was 0/85.The Randsip Creativity Questionnaire(2002) was also used to measure creativity the Cronbach's alpha coefficient was 0/86.The Organizational Silence Questionnaire of Vacula and Borado (2005) also used the Cronbach's alpha coefficient was0/93.Findings showed is asignificant relationship between self-efficacy with organizational silence and teachers' creativity.Self-efficacy has a positive and direct effect on organizational silence. In addition, silence also had a positive and direct effect on organizational creativity. The indirect effect of self-efficacy on creativity was also investigated.self-efficacy due to silence has an indirect and positive effect on teachers' creativity.