Indexing Creativity Fostering Teacher Behaviour: Replication and Modification

Ayhan Dikici, Kaycheng Soh

Abstract


the literature. One of these scales is Creativity Fostering Teacher Behaviour Index (CFTIndex) developed for Singaporean teacher originally. It was then translated into Turkish and trialled on teachers in Niğde province with acceptable reliability and factorial validity. The main purpose of this study is to compare the original English and the translated Turkish versions and to explore more flexible use of CFTIndex to facilitate data collection for future research. Factor loadings of English and Turkish versions are found to be highly similar. The original version that consists of 45-item was shortened to 27-item and also grouped into five sets. Correlations with the full-length version show acceptable validity and reliability. All new versions were verified by confirmatory factor analysis. It is concluded that CFTIndex has flexible features and its shorter forms can be used with confidence. It is especially useful when a study entails collecting data for many variables.


Keywords


Creativity; Creativity fostering; Teacher behaviours; Creative teaching; Student creativity

Full Text:

PDF

References


Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview Press.

Amabile, T. M., Hennessey, B. A., & Grossman, B. S. (1986). Social influences on creativity: The effects of contracted-for reward. Journal of Personality and Social Psychology, 50(1), 14-23. doi: 10.1037/0022-3514.50.1.14

Baer, J., & Kaufman, J. C. (2006). Creativity research in English-speaking countries. In J. C. Kaufman, & R. J. Sternberg (Eds.), The international handbook of creativity. New York, NY: Cambridge University Press.

Belio, I. A. M., & Urtuzuástegui, A. C. (2013). Creative behaviour of the university: An exploratory study in the Faculty of Dentistry at the Autonomous University of Sinaloa. Retrieved 2014, January 11 from http://issuu.com/didaktica/docs/articulo_revista_ctes2013_comportam

Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Rutledge, Taylor & Francis Group.

Cropley, A. J. (1992). More ways than one: Fostering creativity. Norwood, NJ: Ablex Publishing Corporation.

Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), Creativity Research Handbook, 1, 83-114. Cresskill, N. J.: Hampton Press.

Cropley, A. J., & Cropley, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations. Cresskill, NJ.: Hampton Press.

Deniz, K. Z. (2007). Psikolojik ölçme aracı uyarlama (The adaptation of psychological scales) [in Turkish]. Ankara University, Journal of Faculty of Educational Sciences, 40(1), 1-16.

Dikici, A. (2013). The adaptation of creativity fostering primary teachers index scale into Turkish. Educational Sciences: Theory and Practice, 13(1), 307-324.

Dikici, A. (2014). Relationships between thinking styles and behaviors fostering creativity: An exploratory study for the mediating role of certain demographic traits. Educational Sciences: Theory and Practice, 14(1), 179-201. doi: 10.12738/estp.2014.1.1939

Edinger, M. J. (2008). An exploratory study of creativity-fostering teacher behaviors in secondary classrooms (PhD Dissertation). The College of William and Mary in Virginia.

Erdogdu, M. Y. (2006). Yaratıcılık ile öğretmen davranışları ve akademik başarı arasındaki ilişkiler (Relationships between creativity, teacher behaviours and academic success) [in Turkish]. Elektronic Journal of Social Sciences, 5(17), 95-106.

Forrester, V., & Hui, A. (2007). Creativity in Hong Kong classroom: What is the contextual practice? Thinking Skills and Creativity, 2(1), 30-38. doi: 10.1016/j.tsc.2006.10.003

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Hambleton, R. K., & Kanjee, A. (1995). Increasing the validity of cross-cultural assessments: Use of improved methods for test adaptations. European Journal of Psychological Assessment, 11(3), 147-157. doi: 10.1027/1015-5759.11.3.147

Hambleton, R. K., & Patsula, L. (1998). Adapting tests for use in multiple languages and cultures. Social Indicators Research, 45(1-3), 153-171. doi: 10.1023/A:1006941729637

Hennessey, B. A. (1995). Social, environmental, and developmental issues and creativity. Educational Psychology Review, 7(2), 163-183. doi:10.1007/BF02212492

Hondzel, C. D. (2013). Fostering creativity: Ontario teachers’ perceptions, strategies, and experiences (Ph.D. Thesis). School of Graduate and Postdoctoral Studies, the University of Western Ontario, London, Ontario, Canada.

Hu, L. T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Eds.), Structural equation modeling: Concepts, issues, and applications (pp.76-99). Thousand Oaks, CA: Sage Publications.

International Test Commission (2010). International test commission guidelines for translating and adapting tests. [Online] Retrieved on 11-January-2014. Retrieved from http://www.intestcom.org

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1-12. doi:10.1037/a0013688

Kim, M., & Schallert, D. L. (2011). Building caring relationships between a teacher and students in a teacher preparation program word-by-word, moment-by-moment. Teaching and Teacher Education, 27, 1059-1067. doi: 10.1016/j.tate.2011.05.002

Lee, I. (2013). Pre-service teachers’ personality traits and creative behaviors as predictors of their support of children’s creativity (Ph.D. Dissertation). University of Florida.

Lubart, T. I. (1994). Creativity. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 290-332). San Diego, CA: Academic.

Manriquez, L. P., & Reivera, M. L. (2005). Obtaining a profile of pedagogical practices of the teachers of the university of Antofagasta to develop creativity on students. Faculty of Education, University of Antofagasta, Chile.

Olanisimi, B. O., Adeniyi, E. O., & Olawale, S. G. (2011). Teacher creativity fostering behaviours as determinant of productivity and capacity building in selected special primary schools in Oyo State, Nigeria. European Journal of Humanities and Social Science, 4(1), 14-28.

Olawale, S. G., Adeniyi, E. O., & Olubela, O. I. (2010). Creativity fostering behaviour as an index of productivity and capacity building among lecturers in selected universities in Ogun and Oyo States. Educational Research and Reviews, 5(5), 257-262.

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.

Schumacker, R. E., & Lomax, R. G. (2004). Beginner’s guide to structural equation modeling (2nd ed.). New York: Psychology Press, Taylor & Francis Group.

Soh, K. (2000). Indexing creativity fostering teacher behaviour: a preliminary validation study. Journal of Creative Behavior, 34(2), 118-134.

Soh, K., & Quek, K. S. (2007). Fostering student creativity: Which teacher behaviour are helpful? Paper presented at ERAS Conference, Innovation and Enterprise: Education for the New Economy. Educational Research Association, Singapore.

Soh, K. (2015). Creativity fostering teacher behaviour around the world: Annotations of studies using the CFTIndex. Cogent Education, 2, 1-18. doi: 10.1080/2331186X.2015.1034494

Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.

Sungur, N. (1997). Yaratıcı düşünce (Creative thinking) [in Turkish]. İstanbul: Evrim Publishing.

The International Center for Studies in Creativity. (2014). Creativity Based Information Resources: Assessment of Creativity. Buffalo State, The State University of New York. Retrieved 2014, January 11 from http://www.buffalostate.edu/creativity

Torrance, E. P. (1968). Education and the creative potential. Minneapolis: University of Minnesota Press.

Torrance, E. P. (1995). Why fly? A philosophy of creativity. Norwood, N. J.: Ablex Publishing.

van de Vijver, F. J. R., & Hambleton, R. K. (1996). Translating tests: Some practical guidelines. European Psychologist, 1(2), 89-99. doi: 10.1027/1016-9040.1.2.89




DOI: http://dx.doi.org/10.3968/n

Refbacks

  • There are currently no refbacks.


Copyright (c) 2015 Higher Education of Social Science



Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
caooc@hotmail.com; hess@cscanada.net; hess@cscanada.org

 Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net Http://www.cscanada.org 
E-mail: caooc@hotmail.com; office@cscanada.net

Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures