|Year : 2016 | Volume
| Issue : 4 | Page : 219-223
Consideration of influence of elementary teacher's personality behavior in creativity and innovation for the students of elementary schools in Semnan City
Seyedeh Elnaz Mostashiri1, Neda Mostashiri2
1 Lecturer Payame Noor University, Ceo and Executive Producer the Idea of Co-Axial Galaxy Learning CO. Semnan Province Science and Technology Park, Semnan, Iran
2 Semnan University Employee, Semnan, Iran
|Date of Web Publication||2-Sep-2016|
Seyedeh Elnaz Mostashiri
Lecturer Payame Noor University, Tehran
Source of Support: None, Conflict of Interest: None
Aim: The aim of this research is to survey the private publications of elementary teachers in creating creativity and innovation for the students of elementary schools is Semnan Towns. Method of Research: The research utilized a descriptive – survey method, and to collect information from the survey methodology used cluster and probable method of sampling model is probability for teachers' and theirs student, in research used creativity model Torrance and five model personality factors Robert Mc Care and Paul Costain this research. Results: For data collection, a self-made scale was utilized it has been designed according to Likert scale. These questionnaires traditions confirmed by experts and the permanency are approved by Cronbach's alpha test 0.91 and 0.88 than The Pearson correlation test was used. The factor “neuroticism,” the teachers has the most connection with in students' flexibility extraversion and openness factors operating experience is more fluid relationship. Acclimation the most dutiful relationship with or are new initiatives. Conclusion: According to the results is recommended from increase creativity students on Teachers' Personality, on trainer's personality in the way of flexibility, innovation, freshness, and fluid have more accuracy.
Keywords: Creativity, education, personality
|How to cite this article:|
Mostashiri SE, Mostashiri N. Consideration of influence of elementary teacher's personality behavior in creativity and innovation for the students of elementary schools in Semnan City. Int J Educ Psychol Res 2016;2:219-23
|How to cite this URL:|
Mostashiri SE, Mostashiri N. Consideration of influence of elementary teacher's personality behavior in creativity and innovation for the students of elementary schools in Semnan City. Int J Educ Psychol Res [serial online] 2016 [cited 2020 Jun 1];2:219-23. Available from: http://www.ijeprjournal.org/text.asp?2016/2/4/219/189672
| Introduction|| |
Although human civilization is the result of efforts of all men of all time, its richness and grandeur owes to a small group of people called discoverers, inventors, artists, or thinkers. From discovery of fire to the invention of radio and spaceships, from the wall paintings in caves to works of artists like Kamal-ol-Molk, and from the first writings to poems written by Ferdowsi are all products of collective ideas and works of a group of human beings. Human civilization owes to human's creative thought and its durability would be impossible without the use of creativity, which is the highest function of the human mind. With the skill-based approach, we see a transmission of knowledge from the teacher to the student, i.e., there is a pattern of impartation, the teaching pattern meant to impart thinking skills (Harpaz), whereas thinking dispositions are taught by means of cultivation, a pattern intended to foster thinking dispositions. The successful use of a teacher's personality is vital in conducting instructional activities. Personality aids teaching, for communication takes place between the teacher and the learner-even in the absence of the spoken word (nonverbal communication). The teacher whose personality helps create and preserve a classroom or learning environment in which students feel contented and in which they are provoked to learn is said to have an enviable teaching personality. Therefore, the present study examines the influence of behavioral creativity of primary school teachers in creating innovation and creativity in students.
Different views and classifications are presented on human perspectives of personality. These views include the Five-factor model of personality by McCrae and Costa. This model divides human personality into five dimensions including the following: Openness to accepting new experiences, conscientiousness, extraversion, agreeableness, and neuroticism. According to this model, each individual can have specific attitudes and trends to tasks and objectives of the organization in terms of his/her personality traits.
However, in examining the factors which affect working behavior, other human factors such as compatibility with business activities and the work environment are essential to be noticed. However, if an individual has verbal abilities and motion skills, but his/her personality and his/her personality would not allow him/her to adapt the work, colleagues, clients, and other factors related to the work environment, he/she would not be able to do the job well. Most of the research on personality focuses on the types of people who enter the teaching profession, rather than their effectiveness. Of the studies focusing on effectiveness, all use the teacher evaluation as the measure of effectiveness and nearly all focus on student–teachers. It stated that “good teachers” possess positive personality characteristics and interpersonal skills. It was further found that although “teachers” did not significantly differ on personality traits from the general population, there was a large and surprising amount of diversity in “teachers” personality characteristics when they are examined by sex, level of teaching service, and area of specialization within the profession.
The importance of leader behaviors in the classroom is that teachers see themselves differently and thus behave differently owing to expanding their leadership roles.
“The flourishing attention on creativity and its promotion in schools motivated many researchers to examine implicit and explicit theories to understand creativity.” Explicit theories of researchers formulated, articulated, tested, and shared through their publications, contributed toward the clarification and the promotion of creativity in schools. On the other hand, implicit theories of lay people, parents, and teachers, which are based on their belief systems about creativity, played a critical role on the clarification of this phenomenon. Implicit theories about children's creativity and especially those of teachers are thought to be extremely important because they lead directly to expectations, and teachers' expectations are very powerful influences on students' behavior.
A systematic analysis and synthesis of the existing literature on K-12 teachers' implicit theories, beliefs, or conceptions about creativity was carried out.
It was revealed from the analysis that the majority of the studies explored one of the three aspects: (a) Creativity as a construct, (b) the profile of creative individuals, and (c) the creativity supportive classroom environment. The studies on teachers' implicit theories, beliefs, conceptions, or other related terms offered valuable conclusions about creativity and its promotion in schools; however, many of these studies revealed a misalignment between researchers' and teachers' views. Even though many studies exposed teachers' misconceptions or contradictions on creativity-related issues, there is a need for further research on educators' implicit theories, perceptions, and beliefs, considering the limited number of studies attempting to clarify them.
Researchers have stressed the need for exploring teachers' implicit theories, perceptions, or other synonymous-related terms on creativity-related issues, especially in specific domains of knowledge.
A number of studies have documented the efforts of educators to bring creativity into their classrooms.
Creativity researchers have justified that creativity can be learned and taught through proper training programs with educators' conscious contributions and developing a creativity-friendly environment. In line with this notion, some supporters suggest creative thinking should blend into the curricula and with a more pluralistic approach will assist students to increase the quantity and quality of ideas. In education, the term “creativity” is often used but seldom defined. It is pointed out that teachers might ask students to use their creativity in the design of a project, or might refer to a student's response as creative, without explaining what they mean. A lack of definition of this concept might result in erroneous assumptions.
The necessity and importance of research
Since the creation of creativity and innovation in students is essential who are the future managers, employees, and valuable human capital for countries, the influence of teachers on students, especially at the elementary school is an undeniable fact; the present paper confirms this subject.
| Research Method|| |
This study is a descriptive-applied research and survey method is used to collect data. The first population included 897 elementary school teachers in Semnan Province. According to Morgan and Krejcie table, sample size is calculated to be 269 selected by cluster and random methods.
The second population consisted of students of those teachers. Of every teacher in the first sample, two or three students were selected randomly. The study uses Five-factor model of personality by McCrae and Costa and creativity model by Torrance.
To collect the required information, two researcher-made questionnaires were used in this study. Questionnaires were designed based on the Likert scale, with 5 levels very high, high, medium, low, and very low. The validity of the questionnaire was confirmed by professors and experts in the field of management, and then 20 copies of the questionnaires were used separately to test reliability. Cronbach's alpha to confirm the reliability in SPSS software, version 17 (IBM Company, USA) was 0.93 for teacher's questionnaire and 0.88 for student's questionnaire, which confirms the reliability. Data collection tool for teachers included a questionnaire that consisted of descriptive characteristics of teachers at the beginning and is followed by questions about the personality of students. The second questionnaire was distributed among 5 students per teacher from the first sample that were randomly selected. The Pearson correlation coefficient is used to study the influence of the behavior of elementary teachers on students' creativity and innovation.
| Results|| |
In this part, the information and sorted test result are shown with table and charts.
[Figure 1] shows that the population included 897 persons, of which 689 were female and 208 were male.
[Figure 2] shows that teachers' level of education and most of teacher study in level of B.A., in university.
According to the information obtained, the statistical distribution of the sample based on the experience of teachers is as shown in [Figure 3].
[Table 1] is neuroticism of teachers; the Pearson correlation coefficient shows the following.
|Table 1: The relationship between neuroticism of teachers and creativity components of students|
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The neuroticism in teachers has the strongest relationships with the flexibility of students, and the fluidity, innovation, and expansion are in the next ranks.
On extroversion of teachers, the Pearson correlation coefficient shows the following.
[Figure 1] shows that the extroversion in teachers has the strongest relationships with the fluidity of students, and the expansion, innovation, and flexibility are in the next ranks.
On agreeability of teachers, the Pearson correlation coefficient shows the following.
The agreeability in teachers has the strongest relationships with the innovation of students and the fluidity, expansion, and flexibility are in the next ranks that are shown in [Table 3].
On conscientiousness of teachers, the Pearson correlation coefficient shows the following.
[Table 4] shows the conscientiousness in teachers has the strongest relationships with the innovation of students and the expansion, flexibility, and fluidity are in the next ranks.
On openness of teachers, the Pearson correlation coefficient shows the following.
The openness in teachers has the strongest relationships with the fluidity of students and the flexibility, innovation, and expansion are in the next ranks.
| Conclusion|| |
Research in the field of education, creativity, generally comes to the conclusion that creativity can be taught and developed. Creativity can flourish by teachers on students has been or will be eliminated. By providing psychological security and freedom, the possibility of the emergence of constructive creativity can be increased. Torrance (1985) in his study concluded that the characteristics of the coach and his training methods may lead to an increase in creative thinking. Arthur Catherine and Robert Bysand believe that teachers show their creative behavior, to create a classroom environment that promotes creativity.
[Table 2] shows highest correlation with fluency and then by expansion, innovation and novelty and flexibility are important. [Table 5] shows the results show that the neuroticism in teachers has the strongest relationships with the flexibility of students, and the fluidity, innovation, and expansion are in the next ranks. The extroversion in teachers has the strongest relationships with the fluidity of students, and the expansion, innovation, and flexibility are in the next ranks. The agreeability in teachers has the strongest relationships with the innovation of students, and the fluidity, expansion, and flexibility are in the next ranks. The conscientiousness in teachers has the strongest relationships with the innovation of students, and the expansion, flexibility, and fluidity are in the next ranks. The openness in teachers has the strongest relationships with the fluidity of students, and the flexibility, innovation, and expansion are in the next ranks.
|Table 2: The relationship between extroversion of teachers and creativity components of students|
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|Table 3: The relationship between agreeability of teachers and creativity components of students|
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|Table 4: The relationship between conscientiousness of teachers and creativity components of students|
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|Table 5: The relationship between openness of teachers and creativity components of students|
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Other researchers have also recommended studying other ways to increase flexibility, innovation, or fluidity in behavior of teachers. It is also recommended to conduct the same research in other levels of education and compare the results with the present study and finally, it is recommended to consider the impact of culture as a moderating variable in future studies.
We are grateful to the support provided by the elementary school teachers in Semnan.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
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[Figure 1], [Figure 2], [Figure 3]
[Table 1], [Table 2], [Table 3], [Table 4], [Table 5]