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 language | English |
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Article number | 103491 |
Journal | Teaching and Teacher Education |
Volume | 107 |
Early online date | Sept 2021 |
DOIs | |
Publication status | Published - 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.2021.103491Keywords
- Teaching for creativity
- Metacognition
- Enthusiasm
- Dynamic componential model of creativity
- School environment