Năng lực sáng tạo của giáo viên mầm non trong bối cảnh quản trị số: Một số vấn đề lí luận và đề xuất

Tóm tắt

Preschool teachers’ creative competence may be associated not only with individual resources but also with organizational conditions. This study employed a focused literature review combined with an analysis of policy documents on digital governance, leadership support for innovation, and the innovation environment. The final corpus comprised 11 studies and reports and five policy documents; data on the initial retrieval and screening process were not retained. The theoretical synthesis distinguishes creative competence from innovative behavior and instructional innovation and proposes five relationships for empirical testing: leadership with digital governance and the innovation environment; digital governance with the innovation environment and creative competence; and the innovation environment with creative competence. The proposed model has not yet been empirically tested in Vietnamese preschool education settings. The framework may provide a basis for developing measurement scales and investigating organizational conditions that support preschool teachers’ creative competence. Evidence from other educational levels or studies using different outcome variables is used only as a reference for potential mechanisms; causal interpretations require appropriate data and research designs.