Early childhood teachers' perception of creative personality as a predictor of their support of pedagogy important for fostering creativity: A Chinese perspective

Hun Ping Rebecca CHEUNG, Magdalena Mo Ching MOK

Research output: Contribution to journalArticle

Abstract

Previous studies have suggested that teacher's personality traits and pedagogy are the important areas of investigation in creativity research; however, little is known about the relationship between teachers' personality traits and creativity-fostering pedagogy. This study proposed a model describing 3 types of perceived personality traits that contribute to teachers' support of important creativity-fostering pedagogy. The model was tested on a sample of 875 Chinese early childhood teachers. This study first established factorial validity of the measurement scales, the Creative Personality Questionnaire (CPQ) and the Early Childhood Creative Pedagogy Questionnaire (ECCPQ). Confirmatory factor analysis supported the 4-factor structure of the ECCPQ, but failed to replicate the 5-factor structure of the CPQ. An alternative 3-factor model was obtained as a personality measure. The results of multiple regression and structural equation modeling analysis showed that the proposed model was partially supported by the data. Although cognitive abilities factor of creative personality, as expected, was the strongest predictor of self-reported important creative pedagogy, surprisingly openness did not explain unique variance in any of the creative pedagogy factors. One distinct path tapped a relation between the discipline personality traits and teacher-oriented pedagogy was identified, which was seldom addressed in Western creativity research. It may reflect a cultural-specific indigenous variations. Copyright © 2018 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)276-286
JournalCreativity Research Journal
Volume30
Issue number3
Early online dateSep 2018
DOIs
Publication statusPublished - 2018

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Foster Home Care
Creativity
Personality
Teaching
Early childhood
Chinese Perspective
Pedagogy
Predictors
Research
Statistical Factor Analysis
Surveys and Questionnaires
Personality Traits
Questionnaire

Citation

Cheung, R. H. P., & Mok, M. M. C. (2018). Early childhood teachers' perception of creative personality as a predictor of their support of pedagogy important for fostering creativity: A Chinese perspective. Creativity Research Journal, 30(3), 276-286. doi: 10.1080/10400419.2018.1488345