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Article: Mapping the factors influencing creative teaching in mainland China: An exploratory study

TitleMapping the factors influencing creative teaching in mainland China: An exploratory study
Authors
KeywordsCreative teaching
Teacher receptivity
School support
Primary teachers
Multi-group structural equation modelling
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706922/description#description
Citation
Thinking Skills and Creativity, 2019, v. 31, p. 79-90 How to Cite?
AbstractThis study aims to explore teachers’ perceptions of and receptivity to creative teaching from the perspective of educational change. This study also discusses the influence of teachers’ perceptions of their own creativity based on self-reviews and their perceived expectations of colleagues and students, doing so from an organisational management perspective. A questionnaire was administered to 621 primary school teachers in China. The results showed that substantial support for teachers within the school setting was lacking, although there was considerable consensus that creativity could be achieved inside school. Significant differences were found between teachers from urban, suburban and rural schools in terms of their behavioural intention to implement creative teaching. Through multi-group structural equation modelling, teacher-perceived practicality and teachers’ creative behaviour were found to be significantly related to teachers’ behavioural intention to engage in creative teaching for all of the participants. The expectation from colleagues and students significantly influence teacher creative self-efficacy in a different way. In predicting behavioural intentions for creative teaching, the expectations of students were significant for urban teachers, while school support was a vital factor for suburban and rural teachers. This study has implications for the promotion of creative teaching in schools.
Persistent Identifierhttp://hdl.handle.net/10722/273006
ISSN
2023 Impact Factor: 3.5
2023 SCImago Journal Rankings: 1.162
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHuang, X-
dc.contributor.authorLee, JCK-
dc.contributor.authorDong, X-
dc.date.accessioned2019-08-06T09:20:47Z-
dc.date.available2019-08-06T09:20:47Z-
dc.date.issued2019-
dc.identifier.citationThinking Skills and Creativity, 2019, v. 31, p. 79-90-
dc.identifier.issn1871-1871-
dc.identifier.urihttp://hdl.handle.net/10722/273006-
dc.description.abstractThis study aims to explore teachers’ perceptions of and receptivity to creative teaching from the perspective of educational change. This study also discusses the influence of teachers’ perceptions of their own creativity based on self-reviews and their perceived expectations of colleagues and students, doing so from an organisational management perspective. A questionnaire was administered to 621 primary school teachers in China. The results showed that substantial support for teachers within the school setting was lacking, although there was considerable consensus that creativity could be achieved inside school. Significant differences were found between teachers from urban, suburban and rural schools in terms of their behavioural intention to implement creative teaching. Through multi-group structural equation modelling, teacher-perceived practicality and teachers’ creative behaviour were found to be significantly related to teachers’ behavioural intention to engage in creative teaching for all of the participants. The expectation from colleagues and students significantly influence teacher creative self-efficacy in a different way. In predicting behavioural intentions for creative teaching, the expectations of students were significant for urban teachers, while school support was a vital factor for suburban and rural teachers. This study has implications for the promotion of creative teaching in schools.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706922/description#description-
dc.relation.ispartofThinking Skills and Creativity-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectCreative teaching-
dc.subjectTeacher receptivity-
dc.subjectSchool support-
dc.subjectPrimary teachers-
dc.subjectMulti-group structural equation modelling-
dc.titleMapping the factors influencing creative teaching in mainland China: An exploratory study-
dc.typeArticle-
dc.identifier.emailHuang, X: yxhhuang@hku.hk-
dc.identifier.authorityHuang, X=rp02213-
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.tsc.2018.11.002-
dc.identifier.scopuseid_2-s2.0-85057098690-
dc.identifier.hkuros300766-
dc.identifier.volume31-
dc.identifier.spage79-
dc.identifier.epage90-
dc.identifier.isiWOS:000459874800008-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1871-1871-

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