Purpose Today, innovation and creativity are the buzz words in the galore of not only business but also of education. The need to foster creativity and innovation has long been a priority in the educational and corporate spheres. The purpose of this paper is to propose the scale for the measurement of teacher’s creativity nurturing behaviour. Design/methodology/approach The sample consists of 356 primary school teachers from various category, e.g. municipal schools, private schools, Indian Certificate Secondary Education board, Central Board of Secondary Education (CBSE) board, regional board. The data are collected through the questionnaire with 15 items and four constructs: abstraction, inquisitiveness, motivation and critical thinking. The data have been analysed through SPSS and AMOS. Findings The result shows good fit of the model with four constructs or latent variables. Originality/value This paper is original and a scale development for creativity nurturing behavior.

Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.

Creativity is valued as one of the key 21st-century skills. Though the importance of creativity and creativity nurturing is well-accepted yet it remains the unachieved standard for educational systems.Various factors contribute to fostering creative behavior but the role of a teacher is critical and crucial in nurturing the creative potential of the child. Thecurrent study aimsto adapt the Teachers Creativity Nurturing Behavior Scale (TCNB) in Russian and evaluate its psychometric properties. Factorial structure and internal consistency of the Russian TCNB were examined in the sample of 223 school teachers from 86 towns and rural areas of the Russian Federation and the Commonwealth of Independent States countries (88.8% females, Mage = 36.91, SDage = 10.57). The teaching experience of participants varied from 1 to 43 years (M = 14.39, SD = 10.58). The factorial structure of the TCNB was assessed by exploratory factor analysis, and the internal consistency was estimated by the omega coefficient. Results showed that the four-factor structure was the most appropriate given the data. The value of internal consistency reliability variedfrom .62 to .83 for different factors, providing evidence of acceptable consistency of the scale. Overall, this study demonstrated preliminary evidence of the psychometrical characteristics of the Russian TCNB. The discrepancies between English and Russian versions of TCNB, limitations of the study, and future research perspectives are discussed.

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.

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Our study explored: (a) the feasibility of prescribing laughter to university students; (b) the efficacy of the prescription on creativity, well‐being, affect, and academic efficacy (AE); and (c) the practicality of the Applied Creativity Test (ACT) conceived for this study. A convenience sample of healthy students (n = 70) aged 18–28 (78% female; M = 21.6) was randomized to experimental or control conditions. Experimental participants (n = 29) were prescribed to laugh three times a day for a week with their Laughie (a 1‐minute recording, on their smartphone, of their laughter). The intervention was planned and evaluated using Feasibility, Reach‐out, Acceptability, Maintenance, Effectiveness, Implementation, Tailorability. Data measures included ACT, Wallach–Kogan Creativity Test, Kaufman Domains of Creativity Scale, WHO‐5 Well‐being Index (WHO‐5), and Pattern of Adaptive Learning Scales AE and avoiding novelty. A 1‐minute laughter prescription, used three times a day for 1 week, was feasible and effective in stimulating creativity, increasing well‐being and immediate affect, and benefitting AE.