Creativity nurturing behaviour scale for teachers

Sharma, Ekta; Sharma, Sandeep

doi:10.1108/ijem-10-2017-0294

Cited by 15 publications

(25 citation statements)

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“…These are specific business competencies that characterise critical thinking as applied in business settings. More recently, however, it has been associated with entrepreneurship (Deale 2016; Verzat, O'Shea, and Jore 2017), creativity and innovation (Sharma and Sharma 2018;von der Heidt 2018).…”

Section: Conceptions Of Critical Thinking In Business Education (Rq2)mentioning

confidence: 99%

Critical thinking in business education: current outlook and future prospects

Calma

Davies

2020

Studies in Higher Education

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This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education.

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Section: Conceptions Of Critical Thinking In Business Education (Rq2)mentioning

confidence: 99%

Critical thinking in business education: current outlook and future prospects

Calma

Davies

2020

Studies in Higher Education

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“…(2) Abstraction (e.g., "The students have opportunity to share their ideas and suggestions during the class"), (3) Critical Thinking (e.g., "To develop critical thinking, I enquire students about their idea"), and ( 4) Motivation ("I encourage students to learn the basics of the topic").In previous research, total scores demonstrated good reliability varying from .72 to .80 (Cronbach's alpha; Sharma & Sharma, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…Teacher's Creativity Nurturing Behavior(TCNB)is a 15-item self-report measure (1 = totally disagree to 6 = totally agree)that assesses teacher's engagement in organizing educational context that facilitatescreative potential and creative behavior in schoolchildren (Sharma & Sharma, 2018).According to the results of prior research,TCNBhas a four-factor structure: (1) Inquisitiveness (e.g., "I question the students' ideas, to ponder them to explore it further"),…”

Section: Methodsmentioning

confidence: 99%

“…Thus, this study is concerned with an adaptation of a psychometric instrument targeted at measuring teachers' creativity nurturing behavior. As a target measure, we have chosen a recently developed Teacher's Creativity Nurturing Behavior (TCNB; Sharma & Sharma, 2018) which demonstrated acceptable psychometric properties in the original study.…”

Section: Introductionmentioning

confidence: 99%

“…The study of Sharma and Sharma (2018) demonstrated thatTCNB has a four-factor structure, including such factors as inquisitiveness, abstraction,critical thinking, and motivation. Inquisitiveness is de ned as an ability to encourage students to question in order to understand concepts and thoughts.…”

Section: Introductionmentioning

confidence: 99%

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Factorial structure and internal consistency of the Russian version of Teachers Creativity Nurturing Behavior Scale (TCNB)

Sharma

Mirosnik³

2021

Preprint

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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.

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Creativity-related traits and the scientific production of professors from the Autonomous University of Chihuahua

Delgado-Carreón

Machin-Mastromatteo

Romo-González

et al. 2021

DLP

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Purpose This work studied the influence of creativity-related traits in university professors’ scientific productivity. Design/methodology/approach A survey, applied to 120 university professors, included closed-ended questions for participants to rate 33 items derived from the specialized literature and classified into five dimensions (novelty; flexibility-fluidity; achievements-dedication; confidence; and problem-solving). After the survey was applied, data were merged with three other data sets: bibliometric data (Scopus), Altmetrics (Dimensions) and peer-reviews and editorial management (Publons) for the period from 2013 to 2018. Descriptive, correlational and inferential statistical analyzes were conducted on the data collected. Findings There was little relationship between professors’ creativity scores and their bibliometric and Altmetric indicators. The highest-rated creativity dimension was flexibility-fluidity and the most prominent creativity-related trait was “I perform my activities with dedication” (belonging to the achievements-dedication dimension). During the period studied, professors published 379 documents, but there were large gaps among their indicators; for instance, only 61 professors published in journals indexed in Scopus during the period. The inferential analysis implied that the professors with the best indicators did not present substantial differences in their creativity scores when compared to their colleagues with fewer or no indicators. However, descriptive and correlational insights may aid in fostering the aspects that can positively influence creativity and the indicators studied. Originality/value Although there is a wealth of literature about the study of creativity and part of it tackles creativity and scientific research at a theoretical level, this paper did not find other empirical studies that analyzed the relationship between creativity and scientific production. It might be important for librarians to be familiar with user studies such as the present, as they may consider studying these kinds of aspects in their users. Moreover, this study can be interesting because librarians have increasingly been involved in the evaluation of scientific production and in training processes for enhancing it within their institutions. Here, information professionals have found opportunities to improve users’ knowledge, performance and experiences on digital scientific ecosystems and their indicators.

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Creativity nurturing behaviour scale for teachers

Cited by 15 publications

References 50 publications

Critical thinking in business education: current outlook and future prospects

Critical thinking in business education: current outlook and future prospects

Factorial structure and internal consistency of the Russian version of Teachers Creativity Nurturing Behavior Scale (TCNB)

Creativity-related traits and the scientific production of professors from the Autonomous University of Chihuahua

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