Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers’ Sense of Adaptability

Teacher adaptability is an emerging construct in research on teacher effectiveness with evidence of links to improved outcomes for both teachers and students. This study examined the links between teacher adaptive practices and teacher self-efficacy, perceived autonomy support and teacher adaptability. The study found that only teacher adaptability could predict a sub-scale of creativity promoting teaching behaviours. This finding signals an important relationship between teacher adaptability and teacher effectiveness given that student creativity is a valued outcome of schooling.