THE RELATIONSHIP BETWEEN TEACHERS' CREATIVE THINKING ABILITIES AND CLASSROOM ATMOSPHERE

ROBERT THOMAS MORROW, Fordham University

Abstract

The present investigation was designed to compare teachers who were identified as more highly creative to teachers identified as less highly creative on specific elements of classroom atmosphere. The subjects consisted of thirteen female and nine male social studies or English teachers from four high schools and one of each of their classes.^ Creative thinking was assessed with the Torrance Tests of Creative Thinking (Verbal Form). Classroom atmosphere was measured with the Classroom Activities Questionnaire and the Classroom Creativity Observation Schedule.^ A median split divided the sample of teachers into highly creative and less highly creative groups. t-Tests were completed between each of the thirteen atmosphere means for each of the five creativity part-scores. More highly original teachers fostered greater student interest and more positive pupil-pupil relationships. Teachers scoring high on elaboration fostered more positive teacher-pupil relationships, a more positive teacher-group approach, and encouraged students to offer more unusual solutions to problems. Teachers who were more fluent tended to foster a more teacher focused atmosphere in their classes.^ The results of the study reaffirmed the importance of the teacher's role in establishing a classroom atmosphere conducive to growth in student creativity. More specifically, the findings supported the overall hypothesis that teacher creativity is related to classroom atmosphere particularly as it relates to social relationships and interactions among students and teachers, as well as to encouragement of unusual solutions to problems. Although a teacher focus dominated in classes taught by highly fluent teachers, more creative teachers still fostered more positive social interactions and were able to tolerate and encourage higher levels of student productivity. ^

Subject Area

Educational psychology

Recommended Citation

MORROW, ROBERT THOMAS, "THE RELATIONSHIP BETWEEN TEACHERS' CREATIVE THINKING ABILITIES AND CLASSROOM ATMOSPHERE" (1983). ETD Collection for Fordham University. AAI8326182.
https://fordham.bepress.com/dissertations/AAI8326182

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