Creativity in Primary Education: Measuring Teachers' Views Using the Teaching for Creativity Scale

Abstract

This paper explores the views of 127 primary school teachers on the issue of creativity in school. In particular, their views on the social value of creativity, the supportive school environment, if any, for its promotion, students’ potential in terms of creativity, as well as their perceived self-efficacy in its development in the school context were analyzed. For the needs of the research, the quantitative approach was used, adopting the Teaching for Creativity Scales (36 items), which it includes four subscales. The statistical analysis of the primary data showed that teachers express agreement on the social value of creativity, student potential and teachers’ effectiveness; however, they do not appear to be positive about the existence of a supportive school environment. In addition, moderate correlations found between the four subscales. The results confirm findings of similar research and demonstrate the need for continuous cultivation of creativity in school, with the help of supportive factors, but also the targeted training of teachers.