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- Title
Teachers' Creative Teaching Perceptions: A Scale Development Study.
- Authors
GULOZER, Adnan; BANGIR ALPAN, Gulgun
- Abstract
This article is a scale development study aimed at determining the perception levels of high school teachers about creativity and creative teaching. In order to establish the item pool, firstly literature review was conducted and then, open-ended questions were asked to 22 teachers (12 male, 10 female) from the target group. In addition, 8 teachers were interviewed face-to-face and scale items were formed based on the answers given. The suitability of the 130 items in the item pool was examined in terms of scope and structure. The expressions that were partially incomprehensible or contradictory were changed with the suggestions of the teachers, some simulated items were combined. As a result of this correction, the number of items decreased to 124 and became ready for expert opinion. With the comments of eight experts consisting of faculty members, the number of items decreased to 87. Experts stated their opinion as "Proper", "Need To Be Developed" or "Not Proper". The draft form of Creative Teaching Scale (CTS) was applied to 507 teachers (176 male, 331 female) in 10 provinces. 65 items whose item loads were below 0.45 were excluded from the scale. The reliability of the scale was analyzed using Cronbach alpha coefficient, the reliability of 22-item scale was calculated as .86. The validity of the scale was examined using exploratory and confirmatory factor analysis. Exploratory factor analysis was implemented with 507 high school teachers (176 male, 331 female) in 19 branches. Exploratory factor analysis results demonstrated that the scale was formed by 22 items under 5 factors: 1- Creative Practices in the Classroom (6 items) 2- Creativity Concept Perception (4 items) 3-Creating Multiple Learning Environment (4 items) 4- Adapting to Innovation (5 items) 5-Teaching Learning (3 items). Confirmatory factor analysis was conducted with 529 high school teachers (283 female, 246 male) in 19 branches. Confirmatory factor analysis showed that CTS had good adaptive values, the scale model was found to be appropriate (X2/df: 2.83, S-RMR: 0.05, RMSEA: 0.06, NFI: 0.95, RFI: 0.94, RMR: 0.04, IFI: 0.96). When the results of the scale are examined, it is seen that the factor loads of the items take values between 0.55 and 0.79. Five factors of the scale explain 54.92% of the scale variance.
- Publication
International Online Journal of Educational Sciences, 2020, Vol 12, Issue 2, p268
- ISSN
1309-2707
- Publication type
Academic Journal
- DOI
10.15345/iojes.2020.02.017