The creative environment: teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity

Al-Dababneh, Kholoud Adeeb; Al‐Zboon, Eman; Ahmad, Jamal

doi:10.1080/03004430.2017.1400969

Cited by 15 publications

(13 citation statements)

References 32 publications

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“…Several studies on creative teaching have not been found to directly explaine the relationship between the factors influencing creative teachings such as teachers' self-efficacy and perceptions of creativity. Several studies found only discussed the concept of teachers' self-efficacy, teachers' perceptions of creativity and creative teaching behaviors separately (Al-Dababneh et al, 2017Kettler et al, 2018Mullet et al, 2016;Rubenstein et al, 2013;Rubenstein et al, 2018;Sarıçam & Sakız, 2014). The hypothesis in this study is that teachers' self-efficacy can mediate the relationship between teachers' perceptions of creativity and creative teaching behaviors in elementary school students.…”

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confidence: 83%

Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students

Sutjonong

Salim

Safitri

2022

msd

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Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy.

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confidence: 83%

Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students

Sutjonong

Salim

Safitri

2022

msd

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“…Moreover, the review found that soft skills like the formation of respectful relationships between the young students, their teachers and opportunities for group work, and the involvement of external entities were also beneficial to the development of skills related to creativity. The role of the teachers is highly important when establishing environments that are conducive to the creativity of young students while at school Al-Dababneh et al ( 2019 ). Gormley ( 2020 ) explored creative environments in relation to risk-taking, autonomy, novelty and flexibility from the perspective of teachers.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Mangion

Riebel

2023

J. Intell.

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Policymakers and employers insist that educational institutions prepare workforce-ready candidates fluent in the application of 21st Century Skills such as creativity. So far, only a few studies have explored the self-perceived creativity of students. This paper addresses this gap in literature by providing an understanding of how young students in upper primary feel about themselves as creative beings. Data for the present study was collected through an anonymous online survey that 561 students, aged 9–11 years and residing in Malta (EU), completed. In-depth responses were collected from a subset of the original sample made up of 101 students through an anonymous online form containing a set of questions. Data was analysed using regression analysis for the quantitative component and through thematic analysis for the qualitative part. Results indicate that, overall, students in Year 6 felt less creative than students in Year 5. Furthermore, findings show that the type of school attended impacted the students’ perception of creativity. From a qualitative perspective, findings led to insights into (i) the interpretation of the term creativity and (ii) the impact of the school environment and how timetabling impacted students’ creativity. The findings suggest that the student’s perceived creative personal identity and the concrete manifestations that they engage in are influenced by environmental factors.

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“…Besides training students' skills, the most important thing is to enhance their creativity. Some studies have shown that the use of multi-media materials and a wide range of resources and tools in the course can effectively enhance students' creativity (Beghetto and Kaufman, 2014 ; Al-Dababneh et al, 2019 ). Creative thinking teaching provides an environment for students to constantly think and create, and stimulates students' creativity.…”

Section: Literature Reviewmentioning

confidence: 99%

Research on the cultivation of sustainable development ability of higher vocational students by creative thinking teaching method

Chen

Kang

2022

Front. Psychol.

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Education for sustainable development (ESD) is an important guideline for United Nations Sustainable Development Goals. Students' creative thinking can be applied to various disciplines, promoting sustainable learning. Most of Taiwan's beauty and hairdressing technical education teachers mainly teach students to imitate, and students' works lack creativity and thinking. A total of 43 higher vocational college students participated, 23 of whom were in the experimental group using the creative thinking teaching method and 20 of whom were in the control group using the traditional teaching method. The results show that the creative thinking teaching method can effectively improve students' learning outcomes in the multimedia material creation course, including breaking through the limitation of thinking, putting forward different ideas and answers, and constantly innovating, to make the presented results more creative and meaningful. The creative thinking teaching methods solve students' trouble in creative problem solving, enhance students' problem solving and critical thinking skills, and improve students' involvement in the study.

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The creative environment: teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity

Cited by 15 publications

References 32 publications

Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students

Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Research on the cultivation of sustainable development ability of higher vocational students by creative thinking teaching method

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