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Leadership is an essential contributor to employee creative self-efficacy, and past research suggests a positive relationship between servant leadership and creative self-efficacy. However, the relationship is complex and contingent upon moderating variables, and this research examines the moderating effect of role clarity by drawing on social exchange theory and social cognitive theory.

Data collected from a survey among 116 emergency room employees is used to test the research model using moderated ordinary least squares regression.

The results confirm a positive relationship between servant leadership and creative self-efficacy and suggest a U-shaped relationship between role clarity and creative self-efficacy. Furthermore, role clarity positively moderates the relationship between servant leadership and creative self-efficacy.

The sample used for this research mainly consisted of highly educated employees within a specific setting. Future research is needed to study if the relationships found in this research can be generalized to other organizational settings.

This research suggests that leaders can support employees' creative self-efficacy through servant leadership, particularly when coupled with high role clarity.

Rapidly changing work environments are characterized by decreased role clarity, so attention is needed to its moderating role on the relationship between servant leadership and creative self-efficacy.

Adult continuing education will be of increasing importance, as the median age of our society and the pace of change continue to increase. The paper begins with an examination of the goals of all learning. It focuses on a new paradigm for learning, tried so far only on a very limited basis: computer‐based tutorial learning, considered particularly important for adult learning. This paradigm, practical today with modern technology, allows a much more individualized approach to learning than is largely available today, for very large numbers at much lower total costs than at present. Student interaction with the computer will be frequent (every few seconds) and in the student’s native language. Little large‐scale experience is available with such highly interactive material, so we should begin with extensive experimental efforts in this direction. A large worldwide developmental effort in many languages would follow successful research.