Araştırma Makalesi
The Relationship Between Teachers' Levels of Creativity and Idealism: A Structural Equation Modeling
Öz
It is thought that the role of creativity in teaching-learning and teachers' idealism levels is extremely important. The aim of this study is to investigate the relationship between teachers' creativity and idealism levels, as well as to measure the creativity levels of female and male teachers. The study was designed in a correlational survey model. The sample of the study consists of 331 teachers working in different education levels in the 2021-2022 academic year. In the study, the “Teaching for Creativity Scale” to determine the creativity levels of teachers and the “Idealistic Teacher Scale” to determine the idealism levels of them in teaching-learning process were used. While analyzing the data in the research, Pearson Correlation Formula and Independent Sample T Test were used. In the context of the first problem of the study, it was concluded that there was a significant relationship between the creativity levels of teachers and their idealism levels. It was also concluded that there was a significant difference between gender and teachers' creativity levels, and this significant difference was in favor of female teachers. The findings obtained in the study were compared with similar studies and they were discussed. Lastly, suggestions were presented.
Anahtar Kelimeler
Kaynakça
- Aschenbrener, M. S., Terry, R. & Torres, R. M. (2010). Creative and effective teaching behaviors of university instructors as perceived by students. Journal of Agricultural Education, 51(3), 64-75.
- Blumen-Pardo, S. (2002). Effects of a teacher training workshop on creativity, cognition, and school achievement in gifted and non-gifted second-grade students in Lima, Peru. High Ability Studies, 13(1), 47-58
- Bonk, C. J. & Smith, G. S. (1998). Alternative instructional strategies for creative and critical thinking in the accountıng curriculum. Journal of Accounting Education, 5(1), 150-182.
- Can, N., Yıldırım., N., Bedir, G. & Atalmış, E. (2019). İdealist Öğretmen Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 17(4), 405-418
- Christensen, B. L., Johnson-Burke, R. & Turner, A. L. (2015). Araştırma yöntemleri desen ve analiz (A. Aypay, Çev. Ed.). Ankara: Anı Yayıncılık.
- Cropley, A. (2001). Creativity in education-learning. London: Kogan Page.
- Crowther, F., Ferguson, M. & Hann, L. (2008). Developing teacher leaders: How teacher leadership enhances school success. Corwin.
- Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
- Deary, I. J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
- Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
- Duff, M. C., Kurczek, J., Rubin, R., Cohen, N. J. & Tranel, D. (2013). Hippocampal amnesia disrupts creative thinking. Hippocampus, 23(12), 1143-1149.
- Durnalı, M., Orakcı, Ş. & Khalili, T. (2023). Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Thinking Skills and Creativity, 47, 1-15. https://doi.org/10.1016/j.tsc.2022.101200
- Fautley, M. & Savage, J. (2007). Creativity in secondary education. Exeter: Learning Matters Lda.
- Guilford, J. P. & Hoepfner, R. (1971). The analysis of intelligence. New York: McGraw-Hill.
- Jeffrey, B. & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships, Educational Studies, 30(1), 77-87.
- Joubert, M. M. (2001). The art of creative teaching: NACCCE and beyond. A. Craft, B. Jeffrey & M. Liebling, (Ed.) Creativity in education içinde (s. 17-34). London: Continuum.
- Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kemmelmeier, M. & Walton, A. P. (2016). Creativity in men and women: Threat, other-interest, and self-assessment. Creativity Research Journal, 28(1), 78–88. https://doi.org/10.1080/10400419.2016.1125266
- Kuratko, D. F. (2005). The emergence of entrepreneurship education: development, trends, and challenges. Entrepreneurship Theory & Practice, 29, 577-598. http://dx.doi.org/10.1111/j.1540-6520.2005.00099.x
- Lemon, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34(5), 742-772.
- Maktabia, S. H., Hanifi, F. & Feizabadi, M. (2013). A study on relationship between creativity and idealistic realistic attitude: A case study of high school teachers. Management Science Letters, 3, 1989-1992.
- Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15, 107-120.
- Naderi, A. R. & Tengku–Aizab, H. (2008). Male versus Female intelligence among undergraduate students: Does gender matter? Asian Journal of Scientific Research, 1, 539-543.
- Naderi, H., Abdullah, R., Aizan, H. T. & Sharir, J. (2010). Intelligence and academic achievement: an investigation of gender differences. Life Science Journal, 7(1), 83-87.
- Orakcı, Ş. & Durnalı, M. (2023). The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy. Psychology in the Schools, 60, 162-181. https://doi.org/10.1002/pits.22770
- Oyundoyin, J. O. & Olatoye, R. A. (2007). Gender factor, as a correlate of students’ performance on creativity and intelligence tests in Oyo State Secondary schools. African Journal for the Psychological Study of Social Issues, 10(2), 251-262.
- Piawa, C. Y. (2010) Building a test to assess creative and critical thinking simultaneously. Procedia - Social and Behavioral Sciences, 2(2), 551-559.
- Rampaul, W. E. (1984). The relationship between academic achievement, self-concept, creativity, and teacher expectations among Native children in a northern Manitoba school. Alberta Journal of Educational Research, 30(3), 213-25.
- Rubenstein, L. D., McCoach, B. & Siegle, D. (2013). Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25(3), 324-334.
- Runco, M. A. (2014). Creativity (2. b.) USA: Elsevier.
- Sanchez, M. P., Martínez, O. L. & García, C. F. (2003). La creatividad en el contexto escolar: Estrategias para favorecerla. Madrid: Pirámide.
- Shim, S. H. (2008). A philosophical investigation of the role of teachers: a synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24(3), 515-535.
- Starko, A. J. (2010). Creativity in the classroom: schools of curious delight. New York: Routledge
- Tamblyn, P. (2000). Qualities of success: Lessons from a teacher career. Education Canada, 40(1), 16–19
- Wiggins, J. (1999). Teacher control and creativity. Music Educators Journal, 85(5), 30-44
- Wu, H-Y., Wu, H-S., Chen, I-S. & Chen, H-C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking Skills and Creativity, 11, 1– 21.
- Yalçın, M. M. & Çiçekler, C. Y. (2021). Öğretimde Yaratıcılık Ölçeği: Geçerlik-güvenirlik çalışması. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 18[Eğitim Bilimleri Özel Sayısı], 5033-5066. https://doi.org/10.26466/opus.954244
- Yıldırım, N. (2018). Geleceğin dünyasında idealist öğretmenlik. E. Tüzel-İşeri, (Ed.), 22. yüzyılda eğitim içinde (s. 111-123). Ankara: Pegem.
- Young, B. J. (1995). Career plans and work perceptions of preservice teachers. Teaching and Teacher Education, 11(3), 281-292.
Öğretmenlerin Yaratıcılık ve İdealistlik Düzeyleri Arasındaki İlişki: Bir Yapısal Eşitlik Modellemesi
Öz
Yaratıcılığın öğrenme-öğretme süreçleri ve öğretmenlerin idealistlik düzeyleri üzerindeki rolünün son derece önemli olduğu düşünülmektedir. Bu çalışma, öğretmenlerin yaratıcılık ve idealistlik düzeyleri arasındaki ilişkiyi araştırmanın yanında kadın ve erkek öğretmenlerin yaratıcılık düzeylerini ölçmeyi amaçlamaktadır. Çalışma, ilişkisel tarama modelinde tasarlanmıştır. Araştırmada tesadüfi olmayan örnekleme tekniklerinden olan uygun örnekleme kullanılmıştır. Araştırmanın örneklemini 2021-2022 eğitim-öğretim yılında farklı eğitim-öğretim kademelerinde çalışan toplam 331 öğretmen oluşturmaktadır. Araştırmada, öğretmenlerin öğrenme-öğretme süreçlerinde yaratıcılık düzeylerini belirlemek için “Öğretimde Yaratıcılık Ölçeği” ile idealistlik düzeylerini belirlemek için “İdealist Öğretmen Ölçeği” kullanılmıştır. Araştırmada veriler analiz edilirken, Pearson Korelasyon Formülünden ve Bağımsız Örneklem T Testinden faydalanılmıştır. Araştırmanın birinci problemi bağlamında, öğretmenlerin yaratıcılık ve idealistlik düzeyleri arasında anlamlı bir ilişki olduğu sonucuna ulaşılmıştır. Araştırmada, cinsiyet ile öğretmenlerin yaratıcılık düzeyleri arasında anlamlı bir farklılık olduğu bu anlamlı farklılığın kadın öğretmenler lehine olduğu sonucuna ulaşılmıştır. Araştırmada elde edilen bulgular, benzer araştırmalarla karşılaştırılarak tartışılmış ve son olarak öneriler sunulmuştur.
Anahtar Kelimeler
Kaynakça
- Aschenbrener, M. S., Terry, R. & Torres, R. M. (2010). Creative and effective teaching behaviors of university instructors as perceived by students. Journal of Agricultural Education, 51(3), 64-75.
- Blumen-Pardo, S. (2002). Effects of a teacher training workshop on creativity, cognition, and school achievement in gifted and non-gifted second-grade students in Lima, Peru. High Ability Studies, 13(1), 47-58
- Bonk, C. J. & Smith, G. S. (1998). Alternative instructional strategies for creative and critical thinking in the accountıng curriculum. Journal of Accounting Education, 5(1), 150-182.
- Can, N., Yıldırım., N., Bedir, G. & Atalmış, E. (2019). İdealist Öğretmen Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 17(4), 405-418
- Christensen, B. L., Johnson-Burke, R. & Turner, A. L. (2015). Araştırma yöntemleri desen ve analiz (A. Aypay, Çev. Ed.). Ankara: Anı Yayıncılık.
- Cropley, A. (2001). Creativity in education-learning. London: Kogan Page.
- Crowther, F., Ferguson, M. & Hann, L. (2008). Developing teacher leaders: How teacher leadership enhances school success. Corwin.
- Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
- Deary, I. J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
- Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
- Duff, M. C., Kurczek, J., Rubin, R., Cohen, N. J. & Tranel, D. (2013). Hippocampal amnesia disrupts creative thinking. Hippocampus, 23(12), 1143-1149.
- Durnalı, M., Orakcı, Ş. & Khalili, T. (2023). Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Thinking Skills and Creativity, 47, 1-15. https://doi.org/10.1016/j.tsc.2022.101200
- Fautley, M. & Savage, J. (2007). Creativity in secondary education. Exeter: Learning Matters Lda.
- Guilford, J. P. & Hoepfner, R. (1971). The analysis of intelligence. New York: McGraw-Hill.
- Jeffrey, B. & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships, Educational Studies, 30(1), 77-87.
- Joubert, M. M. (2001). The art of creative teaching: NACCCE and beyond. A. Craft, B. Jeffrey & M. Liebling, (Ed.) Creativity in education içinde (s. 17-34). London: Continuum.
- Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kemmelmeier, M. & Walton, A. P. (2016). Creativity in men and women: Threat, other-interest, and self-assessment. Creativity Research Journal, 28(1), 78–88. https://doi.org/10.1080/10400419.2016.1125266
- Kuratko, D. F. (2005). The emergence of entrepreneurship education: development, trends, and challenges. Entrepreneurship Theory & Practice, 29, 577-598. http://dx.doi.org/10.1111/j.1540-6520.2005.00099.x
- Lemon, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34(5), 742-772.
- Maktabia, S. H., Hanifi, F. & Feizabadi, M. (2013). A study on relationship between creativity and idealistic realistic attitude: A case study of high school teachers. Management Science Letters, 3, 1989-1992.
- Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15, 107-120.
- Naderi, A. R. & Tengku–Aizab, H. (2008). Male versus Female intelligence among undergraduate students: Does gender matter? Asian Journal of Scientific Research, 1, 539-543.
- Naderi, H., Abdullah, R., Aizan, H. T. & Sharir, J. (2010). Intelligence and academic achievement: an investigation of gender differences. Life Science Journal, 7(1), 83-87.
- Orakcı, Ş. & Durnalı, M. (2023). The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy. Psychology in the Schools, 60, 162-181. https://doi.org/10.1002/pits.22770
- Oyundoyin, J. O. & Olatoye, R. A. (2007). Gender factor, as a correlate of students’ performance on creativity and intelligence tests in Oyo State Secondary schools. African Journal for the Psychological Study of Social Issues, 10(2), 251-262.
- Piawa, C. Y. (2010) Building a test to assess creative and critical thinking simultaneously. Procedia - Social and Behavioral Sciences, 2(2), 551-559.
- Rampaul, W. E. (1984). The relationship between academic achievement, self-concept, creativity, and teacher expectations among Native children in a northern Manitoba school. Alberta Journal of Educational Research, 30(3), 213-25.
- Rubenstein, L. D., McCoach, B. & Siegle, D. (2013). Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25(3), 324-334.
- Runco, M. A. (2014). Creativity (2. b.) USA: Elsevier.
- Sanchez, M. P., Martínez, O. L. & García, C. F. (2003). La creatividad en el contexto escolar: Estrategias para favorecerla. Madrid: Pirámide.
- Shim, S. H. (2008). A philosophical investigation of the role of teachers: a synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24(3), 515-535.
- Starko, A. J. (2010). Creativity in the classroom: schools of curious delight. New York: Routledge
- Tamblyn, P. (2000). Qualities of success: Lessons from a teacher career. Education Canada, 40(1), 16–19
- Wiggins, J. (1999). Teacher control and creativity. Music Educators Journal, 85(5), 30-44
- Wu, H-Y., Wu, H-S., Chen, I-S. & Chen, H-C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking Skills and Creativity, 11, 1– 21.
- Yalçın, M. M. & Çiçekler, C. Y. (2021). Öğretimde Yaratıcılık Ölçeği: Geçerlik-güvenirlik çalışması. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 18[Eğitim Bilimleri Özel Sayısı], 5033-5066. https://doi.org/10.26466/opus.954244
- Yıldırım, N. (2018). Geleceğin dünyasında idealist öğretmenlik. E. Tüzel-İşeri, (Ed.), 22. yüzyılda eğitim içinde (s. 111-123). Ankara: Pegem.
- Young, B. J. (1995). Career plans and work perceptions of preservice teachers. Teaching and Teacher Education, 11(3), 281-292.
Toplam 39 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Aralık 2022 |
| Gönderilme Tarihi | 22 Mayıs 2022 |
| Kabul Tarihi | 12 Eylül 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 20 Sayı: 3 |
Türk Eğitim Bilimleri Dergisi Gazi Üniversitesi Rektörlüğü tarafından yayınlanmaktadır.
