The aim of this research is to examine the relationship between teachers' individual creativity and self-efficacy beliefs in applying constructivist approach. A correlational study was used in the research. As data collection tools, the Personal Information Form, the "Organizational Creativity Scale" and the "Teachers' Self-Efficacy Belief Scale for Applying a Constructivist Approach" were used. In light of the sub-problems, it was examined whether the scale scores were differentiated in terms of various variables (age, seniority year, type of school). The results were classified according to sociodemographic variables. Based on the findings obtained, it was concluded that the teachers' individual creativity and self-efficacy beliefs in applying the constructivist approach were at a high level. The individual creativity of the teachers did not differ according to age, seniority year, and the type of school where they were working at. It was concluded that the teachers' self-efficacy beliefs towards applying the constructivist approach were at a high level. While teachers' self-efficacy beliefs in applying the constructivist approach did not differ in terms of age, type of school, seniority year variable. It was concluded that the relationship between teachers' individual creativity and self-efficacy beliefs for applying constructivist approach was at a significant level in terms of total score and sub-dimension scores, at a high level and in a positive direction in general. [This article includes an extended summary in Turkish.]