What the ultimate goal for education is to help students develop their capabilities and in turn to maximize their potentials into practical uses in everyday life. In fact, teachers are critical resources at their disposal to facilitate maximum students learning experience and to release students' potentials in classrooms. It is believed that creativity is an important capacity for students to possess in order to face this fast-changing world. The purpose of current study is to review related literature on play, imagination, and creativity. By doing so, it is hoped to provide some useful insights for educators to bring those concepts into classrooms in terms of promoting creativity. Finally, several creativity strategies for facilitating creativity are discussed. The overall results of the literature review suggest that educators should bring play and imagination in their classrooms in order to encourage creativity.

Does the student evaluation of teaching (SET) reflect the reality? In fact, there is a gap between SET scores and students' achievement. Therefore, the purpose of this study is to stress the measurement of classroom dynamics in light of the conceptualization of transformational leadership. In order to picture more accuracy of the teaching evaluation procedure, it is argued that teacher leadership behaviors could be a potential component for examining teaching evaluations. The research findings revealed the moderate positive relationships between instructor's transformational leadership and student engagement and satisfaction. Accordingly, it is conducive to include teacher leadership in the components of student evaluation of teaching. The implications and limitations of this study are discussed.

A demand for fostering creativity has become a universal discourse across different nations, reflecting globalization of economic activity. Teachers play a key role in promoting creative thinking through appropriate approaches in the classroom. Because a number of studies indicate that most creativity research focuses on children rather on adults, the purpose of this meta-analytic study is to investigate the effects of creativity training on adults. It is hoped that by providing evidence-based findings, adult educators could consider fostering creativity in adult classrooms. The results confirm the findings of previous meta-analysis indicating that creativity training is effective on adults. The magnitude of this finding indicates creativity training is promising for increasing adults' creative thinking.

I assessed the reliability and validity of a Chinese version of the Runco Ideational Behavior Scale (RIBS). I recruited 107 Taiwanese children (46 boys and 61 girls) for this study. The results indicated that the Chinese version of the RIBS is valid and reliable to some extent. A 2-factor construct was confirmed by confirmatory factor analysis, which is congruent with the statistical observations in the original study by Runco and colleagues. Nevertheless, the major difference between the current and original studies is that, in order to attain measurement model validity, 6 items were dropped from the Chinese version of the RIBS. Overall, the results obtained in the current study indicate that this abridged Chinese-language version of the RIBS has promise for future use. Limitations and implications of the study are discussed.

In today’s postmodern world, change is the only thing for sure. As a result, creative capacity is the key. Learning creative thinking in fact is a useful vehicle for adult learners to polish their abilities and orientate the world around them. This article attempts to review creativity-related literature and to provide some salient considerations for adult educators with the desire to promote creativity in the classrooms. To begin, the definition of creativity was disclosed. Then the process of creativity was reviewed. Following this line, several factors, including personality traits, knowledge and expertise, motivation and self-efficacy, learning style and thinking style, teaching approaches, assessment and reward, and environment, that might facilitate or stifle creativity were discussed. Finally, some suggestions for adult educators were provided.      

Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological, and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership styles based on the perceptions of college students, and that it aligns with theoretical expectations.

Followership is the mirror image of leadership. After all, an underlying truth is that leaders would be nonexistent without the support of their followers. To some extent, the relationship between leaders and followers resembles a miniature democracy. Thus, followership should be credited as leadership. The purpose of this article was to review related literature concerning followership and to draw attention to this area because it is argued that good followership serves as an important resource for organizational development. First, the definition of followership is reviewed. Next, the qualities of good followers are examined. Then a path to effective followership is suggested.

The purpose of this study was to examine the relationships among job satisfaction, organizational commitment, and turnover intention of workers in two casinos in Macau. The current study was a correlational study and used convenience sampling, and a total of 105 surveys were retrieved from employees working in two casinos in Macau. For our sample, we found that job satisfaction had a significant and positive correlation with organizational commitment. We also found that the association between job satisfaction and turnover intention was positive but not significant and the association between organizational commitment and turnover intention was negative but not significant. Finally, the regression model indicated that job satisfaction and organizational commitment were effective predictors of employees' turnover intention.