What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition

Xianhan Yvonne HUANG, Chin-Hsi LIN, Mingyao SUN, Peng XU

Research output: Contribution to journalArticlespeer-review

26 Citations (Scopus)

Abstract

Drawing on the dynamic componential model of creativity, this study examined how school-level factors (i.e., general collaboration in teaching, participation in school decision making, available equipment and resources, and colleague innovation) and individual-level factors (i.e., metacognition and enthusiasm) are associated with teaching for creativity. The study involved an online questionnaire completed by 7187 teachers in China. The results of structural equation modelling and bootstrapping showed that metacognition and enthusiasm served as strong predictors of teaching for creativity. General collaboration in teaching had the strongest association with teaching for creativity, followed by colleague innovation and available equipment and resources. Teachers’ participation in school decision making was negatively related to teaching for creativity. Copyright © 2021 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number103491
JournalTeaching and Teacher Education
Volume107
Early online dateSept 2021
DOIs
Publication statusPublished - Nov 2021

Citation

Huang, X., Lin, C.-H., Sun, M., & Xu, P. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education, 107, Article 103491. https://doi.org/10.1016/j.tate.2021.103491

Keywords

  • Teaching for creativity
  • Metacognition
  • Enthusiasm
  • Dynamic componential model of creativity
  • School environment

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