The Creative Environment: Teachers' Perceptions, Self-Efficacy, and Teaching Experience for Fostering Children's Creativity

Autor/inn/en	Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.; Ahmad, Jamal
Titel	The Creative Environment: Teachers' Perceptions, Self-Efficacy, and Teaching Experience for Fostering Children's Creativity
Quelle	In: Early Child Development and Care, 189 (2019) 10, S.1620-1637 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1400969
Schlagwörter	Teacher Attitudes; Self Efficacy; Teaching Experience; Creativity; Barriers; Teacher Effectiveness; Elementary School Teachers; Grade 1; Grade 2; Grade 3; Gender Differences; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Kreativität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Geschlechterkonflikt; Ausland
Abstract	The purpose of this study was to compare the availability of a creative environment within regular schools between the academic year 2009/2010 and 2015/2016 by measuring teachers' perceptions concerning creativity, their self-efficacy, teaching creativity, and barriers to creativity. A questionnaire was developed and distributed among 297 teachers teaching the basic primary stage (grades 1-3). The findings indicated high averages for teaching creativity in the classroom, and teachers' self-efficacy to foster children's creativity in the classroom ranked the highest, while barriers to creativity ranked the lowest. The results showed significant differences due to teacher gender, in favour of female teachers, and teaching experience only regarding perceptions of the creativity domain. There were statistically significant differences between the academic years for the overall scale and the four domains in favour of the 2015/2016 academic year. Directions for further research and practical implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01