Measuring Beliefs about Teaching for Creativity

2020 ◽  
Vol 122 (7) ◽  
pp. 1-22
Author(s):  
Jen Katz-Buonincontro ◽  
Richard W. Hass ◽  
Elaine Perignat
Keyword(s):  
Self Efficacy ◽  
Pedagogical Practices ◽  
Convenience Sample ◽  
Practicing Teachers ◽  
Domain Specific ◽  
Teaching For Creativity ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Separate Factor ◽  
Creative Self

Background/Context Beliefs about teaching for creativity is a newer area of empirical investigation in education. Purpose The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity. Subjects The study subjects were preservice and practicing teachers enrolled in bachelor's, master's, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States. Research Design This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning. Data Collection and Analysis A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording. Results The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors. Recommendations We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.

scholarly journals The Antecedents and Consequences of Psychological Safety in Airline Firms: Focusing on High-Quality Interpersonal Relationships

2020 ◽  
Vol 17 (7) ◽  
pp. 2187 ◽  
Author(s):  
Kwang-Ho Lee ◽  
Sunghyup Sean Hyun ◽  
Haeik Park ◽  
Kwangyong Kim
Keyword(s):  
Factor Analysis ◽  
Interpersonal Relationships ◽  
Self Efficacy ◽  
Psychological Safety ◽  
Equation Modeling ◽  
Creative Work ◽  
High Quality ◽  
Convenience Sample ◽  
Work Involvement ◽  
Creative Self

A comprehensive review of the literature on service creativity revealed the necessity to expand the line of creativity-based research in the service-driven industry. It also called for the creation of a survey instrument that entails high-quality interpersonal relationships, psychological safety, and learning from failures, by including two creativity-related constructs, namely, creative self-efficacy and employees’ creative work involvement to the model. The current study aimed; (a) to assess the validity and reliability of measurement models; and (b) to empirically examine the integrated proposed model consisting of salient constructs. A convenience sample of 341 airline employees responded to a self-report questionnaire that was developed using the steps of researchers’ in a comprehensive literature review and refined based on the feedback provided by a panel of five professionals who had worked in airline firms. The resultant data were subjected to exploratory factor analysis (EFA), confirmatory factor analysis (CFA), second-order CFA, and structural equation modeling (SEM) using version 23.0 of AMOS. The results showed that high-quality interpersonal relationships positively influenced psychological safety, which in turn, positively influenced learning from failures and creative self-efficacy. Further, learnings from failures positively influenced creative self-efficacy but not employees’ creative work involvement. Finally, both psychological safety and creative self-efficacy positively influenced employees’ creative work involvement. These findings have significant implications for human resource management practices that aim to promote the creative involvement of airline employees.

Exploitation and Exploration Climates’ Influence on Performance and Creativity: Diminishing Returns as Function of Self-Efficacy

2015 ◽  
Vol 44 (3) ◽  
pp. 870-891 ◽  
Author(s):  
Giles Hirst ◽  
Daan van Knippenberg ◽  
Qin Zhou ◽  
Cherrie Jiuhua Zhu ◽  
Philip Cheng-Fei Tsai
Keyword(s):  
Self Efficacy ◽  
Team Climate ◽  
Role Performance ◽  
Domain Specific ◽  
Specific Performance ◽  
Multilevel Research ◽  
Exploitation And Exploration ◽  
And Performance ◽  
Creative Self ◽  
Individual Self

In response to calls for multilevel research examining individual and meso-level processes to understand how exploitation and exploration dynamics play out in teams, we propose that individual in-role performance (cf. exploitation) and creativity (cf. exploration) are associated with team exploitation and exploration climate respectively, and this influence is moderated by domain specific performance and creative self-efficacy respectively. Studying 317 engineers in 70 teams across three national regions, we theorize and find domain-specific evidence that when individual self-efficacy is high, team climate has diminishing performance (exploitation climate × performance self-efficacy) and creative (exploration climate × creative self-efficacy) benefits. By simultaneously studying creativity and performance, our study helps understand the differences and communalities in the drivers of those outcomes in identifying both the domain-specific character of these influences and the similarity in how these influences play out.

Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour

2020 ◽  
Vol 7 (1) ◽  
pp. 183-207
Author(s):  
Stanislav Nemeržitski ◽  
Eda Heinla
Keyword(s):  
Self Efficacy ◽  
Self Esteem ◽  
Personal Beliefs ◽  
Creative Teaching ◽  
Everyday Activities ◽  
Societal Value ◽  
Teaching For Creativity ◽  
Self Reports ◽  
Creative Self ◽  
Beliefs And Attitudes

Abstract Context. Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce creative outcomes, is believed to be one of the factors that support creativity in the classroom and is connected to general self-esteem. Objectives and design. In the present paper, two studies were conducted to map Estonian teachers’ CSE and the factors, beliefs and attitudes towards creativity that are related to it, as well as how teachers transfer their CSE into their everyday activities in the classroom. In the first study, Estonian adaptation of Rubenstein et al. (2013) Teaching for Creativity Scales and Rosenberg Self-Esteem Scale (Pullmann & Allik, 2000) were used. The second study was based on a qualitative analysis, using in-service teachers’ self-reports focusing on their teaching practices. Main outcomes. As a result of both studies, a framework for understanding teachers’ CSE is proposed, where self-esteem and perceived societal value of creativity are associated with the manifestation of CSE in the classroom, which in turn transfers into enhancing creativity through teaching for creativity and creative teaching.

scholarly journals A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE

2020 ◽  
Vol 7 (2) ◽  
pp. 321-345
Author(s):  
Wan Noor Miza Wan Mohd Yunus
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education Programme ◽  
Pedagogical Practices ◽  
Sociocultural Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Schooling Experience ◽  
Beliefs And Practice

Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

An alter-centric perspective on employee innovation: The importance of alters’ creative self-efficacy and network structure.

2017 ◽  
Vol 102 (9) ◽  
pp. 1360-1374 ◽  
Author(s):  
Travis J. Grosser ◽  
Vijaya Venkataramani ◽  
Giuseppe (Joe) Labianca
Keyword(s):  
Network Structure ◽  
Self Efficacy ◽  
Creative Self

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

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