An Investigation into Teachers’ Self-Efficacy, Motivational Mechanisms, and Intentions to Utilize Arts-Based Practices"

Abstract

This study examines the intentions, motivations, and perceived self-efficacy of 302 Greek preschool and primary school teachers regarding the integration of the arts into teaching. Grounded in Bandura’s theory of self-efficacy and Deci and Ryan’s self-determination theory, the research investigates how personal beliefs and motivational factors influence educators’ intention to implement artistic practices in an ever-evolving educational environment. The findings reveal a high intention to incorporate the arts and strong intrinsic motivation, alongside sufficient but heterogeneous levels of self-efficacy. Statistical analyses (T-test, ANOVA, Pearson correlations) indicated positive relationships among self-efficacy, motivation, and intention. Stepwise regression analysis showed that intention is primarily predicted by intrinsic motivation and identified regulation, while amotivation acts as a negative predictor. This study contributes to understanding how primary educators perceive and apply creative and artistic practices in the context of the growing presence of artificial intelligence in education. The findings may enrich scientific dialogue and inform the design of pedagogical and professional development approaches that combine creativity and technology, supporting the evolution toward a more human-centered, holistic, and innovative 21st-century school.