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Table 4 Correlations among participants’ subscale scores of the School Creative Climate Scale (SCCS) and Creative Teaching Behavior Scale (CTBS), and total scores for Self-efficacy for Creative Teaching Scale (SECTS) and Creative Teaching Efficiency of Technology Institute Teacher’s Scale (CTETITS)

From: Creative teaching behaviors of health care school teachers in Taiwan: mediating and moderating effects

Instrument/Subscale SCCS CTBS SECTS CTETITS
1 2 3 4 5 6 7 8 9 10
SCCS
 1. School encouragement (SE)          
 2. School support (SS) .73**         
 3. Teamwork (TW) .33* .31*        
 4. Sufficient resources (SR) .45** .56** .20       
CTBS
 5. Autonomous learning (AL) .15 .18 .05 .18      
 6. Creative thinking (CT) −.01 .04 .08 .18 .72**     
 7. Characteristics and motivation (CM) .22 .19 .35** .07 .64** .64**    
 8. Environment and opportunity (EO) .05 .27 .06 .26 .43** .46** .27   
 9. SECTS .13 .24 .34* .20 .33* .36** .63** .05  
 10. CTETITS .04 .01 .24 −.03 .58** .60** .78** .32* .53**
  1. Note: Total score for SECTS measures creative teaching self-efficacy; total score for the CTETITS measures creative teaching ability. * p < .05, ** p < .01