Creativity is fundamental to the overall progress of humanity and hence identified as a key competence required for being successful in the 21st century. Teaching that nurtures creativity helps not only to unfold children’s creative potential but also to enhance the effectiveness of teaching. The essential step in helping teachers to learn the principles of creativity nurturing pedagogy is to measure creativity nurturing behaviour for teachers and develop it through training. Assessment of teachers’ ability to nurture creativity is much needed. In this research we measured the creativity nurturing behaviour of 2006 teachers from various countries across global with creativity nurturing behaviour scale for teachers and analyzed the four-factor model’s reliability, validity and measurement invariance across gender and countries. The following values were obtained: Cronbach’s alpha (0.75, 0.70, 0.72, 0.79), composite reliability (0.76, 0.72, 0.701, 0.784), configural invariance (comparative fit index: 0.913, root mean square error of approximation: 0.063 and standardized root mean square residual: 0.662), metric invariance (obtained value in comparative fit index: 0.912, root mean square error of approximation: 0.061 and standardized root mean square residual: 0.52) and scalar invariance (obtained value in comparative fit index: 0.909, root mean square error of approximation: 0.064 and standardized root mean square residual: 0.7). The results of the study show that creativity nurturing behaviour scale for teachers is a valid and reliable scale which is invariant across gender and countries. Hence, the scale can be administered to measure the creativity nurturing behaviour of teachers and its results can be employed to identify the developmental needs of teachers to foster creativity in the classroom. This first scale for teachers is translated into Hindi, Arabic, Spanish, English, Turkish, and Persian.
Objectives: The study aimed to propose an educational guide for Jordanian universities to enhance their role in developing moderate thought among their students based on the Amman Message, by identifying the reality of the role of Jordanian universities in developing moderate thought based on the Amman Message from the viewpoint of faculty members. Methods: The study used the (qualitative) method in collecting data from the study sample, revealing the role of Jordanian universities in promoting and developing moderate thinking. The study sample consisted of faculty members in Jordanian public universities for the academic year 2019/2020, where the study sample consisted of (20) faculty members in Jordanian universities, and data was collected through conducting interviews. Results: The results of the qualitative study showed agreement of 90% of the study sample on The middle thought is the moderate thought. And that moderate thought immunizes students from extremism and leniency at the same time, and that the promotion of moderate thought is through academic courses and the university professor, and 70% of the sample indicated the spread of moderate thought among students and in light of the results of the current qualitative study and a previous quantitative study that was published in a research. Conclusions: An independent educational guide has been proposed to enhance the role of Jordanian universities in developing moderate thought based on the Amman Message, which the study recommended to adopt, to help universities develop moderate and moderate thought, and to activate their role more through the elements of the educational process.
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