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

Xianhan HUANG, Chi Kin John LEE, Xinliang DONG

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Abstract

This 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. Copyright © 2018 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)79-90
JournalThinking Skills and Creativity
Volume31
Early online dateNov 2018
DOIs
Publication statusPublished - Mar 2019

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Citation

Huang, X., Lee, J. C.-K., & Dong, X. (2019). Mapping the factors influencing creative teaching in mainland China: An exploratory study. Thinking Skills and Creativity, 31, 79-90. doi: 10.1016/j.tsc.2018.11.002

Keywords

  • Creative teaching
  • Teacher receptivity
  • School support
  • Primary teachers
  • Multi-group structural equation modelling