Abstract:

In this study conducted to examine the creativity of preschool and classroom teachers in terms of some variables, the correlational screening model, one of the descriptive methods, was used. The study group consisted of a total of 130 teachers, including 65 classroom teachers and 65 preschool teachers. Data were collected by using General Information Form, Torrance Creative Thought Scale Figure Form A Test. Kolmogorov Smirnov (KS) Test, Univariate Covariance Analysis (ANCOVA) and regression analysis were performed in the analysis of the data. ANCOVA results showed that there was no significant difference in age-adjusted scores obtained from the subscales of fluency, originality, abstraction of titles, and early-closure resistance among creativity subscales in terms of the branch. However, a significant difference was found in the enrichment subscale according to the branch (p <.001). The enrichment ( D:13.06) scores of pre-school teachers were found to be significantly higher than the enrichment ( D:10.85) scores of classroom teachers. In the multiple regression analysis, it was seen that all of the subscales of creativity predicted empathic ability (F (5,124) = 69.01, p <.001, R = .858, R2 = .736, R2adj = .725). The significance level of .05 was taken into account in testing the data.

Abstract:

In this study conducted to examine the creativity of preschool and classroom teachers in terms of some variables, correlational screening model, one of the descriptive methods, was used. The study group consisted of a total of 130 teachers, including 65 classroom teachers and 65 preschool teachers. Data were collected by using General Information Form, Torrance Creative Thought Scale Figure Form A Test. Kolmogorov Smirnov (KS) Test, Univariate Covariance Analysis (ANCOVA) and regression analysis were performed in the analysis of the data. ANCOVA results showed that there was no significant difference in age-adjusted scores obtained from the subscales of fluency, originality, abstraction of titles, and early-closure resistance among creativity subscales in terms of the branch. However, a significant difference was found in the enrichment subscale according to the branch (p <.001). The enrichment ( D:13.06) scores of pre-school teachers were found to be significantly higher than the enrichment ( D:10.85)  scores of classroom teachers. In the multiple regression analysis, it was seen that all of the subscales of creativity predicted empathic ability (F (5,124) = 69.01, p <.001, R = .858, R2= .736, R2adj = .725).  The significance level of .05 was taken into account in testing the data.

Keywords: