This study aims to elucidate the distinctive form of organizational identification exhibited by creativity educators and to examine how this identification shapes educational outcomes. Organizational identification is defined as a psychological state in which individuals perceive a sense of belonging to, and pride in, their organization. Drawing on qualitative analysis, this study demonstrates that educators’ organizational identification plays a critical role in enhancing learners’ motivation, engagement, and creative activities. In particular, the findings highlight the importance of a balanced form of organizational identification in which educators maintain a moderate distance from the organization: they respect organizational norms and values while simultaneously reflecting their own experiences, perspectives, and ideas in their educational practice. The analysis further reveals that creativity educators enhance the quality of creativity education by internalizing organizational values and ways of thinking, while actively externalizing their personal attributes toward the organization. This dual process enables educators to act as mediators between individual creativity and organizational frameworks. By focusing on the externalization of the individual toward the organization, this study offers novel theoretical insights that extend conventional organizational identification research, which has largely emphasized internalization processes alone.
