Abstract:

The aim of this study is to examine the relationship between teachers' creative thinking dispositions and school climate. In addition, whether teachers' creative thinking dispositions and perceptions of school climate differ according to gender, professional seniority, type of education and school level were discussed. In the study, relational survey model was preferred among quantitative research methods. The population of the study consists of 3350 public teachers working in public schools of different types and levels in Gaziosmanpaşa district of Istanbul province in the 2018-2019 academic year. The sample of the study, on the other hand, consisted of 720 teachers determined by the cluster sampling method. "Marmara Creative Thinking Disposition Scale" (MYDEÖ) and "School Organizational Climate Scale" (SOCS) were used to collect the data. Independent groups t-test, one-way analysis of variance (Anova), correlation and simple regression analysis were used to analyze the data. As a result of the analysis, the creative thinking dispositions of the teachers were found at a high level. Significant differences were found between the groups in the levels of teachers' creative thinking dispositions according to gender and professional seniority variables, and no significant difference was found between the groups according to the variables of education level and school level. Significant differences were found between the groups in terms of teachers' perceptions of school climate according to the variables of gender, seniority, and school level. According to the educational level variable, a significant difference was found only in one sub-dimension of the school climate. However, a significant relationship was found between teachers' creative thinking dispositions and school climate. In addition, it was found that school climate predicts teachers' creative thinking dispositions significantly.

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