Creative judgment in teachers and its relationship to classroom instructional strategies

Abstract

The purpose of this study was to investigate the accuracy of fifth and sixth grade teachers' predictions of their pupils' creativity. The study asked three major questions. Are more creative teachers more accurate in the predictions of creativity in their pupils? Do their opinions concerning creative learning and teaching influence their abilities to judge creativity? Are the provisions they made within their classrooms to provide a responsive environment to meet the needs of their pupils a factor in their ability to judge creativity in their pupils? The teachers predicted their seven most and seven least creative students. The pupils were administered the TTCT, and the means of the two groups were compared. They were not significantly different (p. < .05).</p> The TTCT pupils' scores were rank ordered, and the means of the two groups were compared resulting in a significant difference (p. < .05).</p> The teachers responded to the Torrance Opinions of Creative Learning and Teaching. The teachers who scored significantly above the mean of the opinionnaire (N = 5) were not accurate in predicting the creativity of their pupils. Each teacher completed a Kueker Checklist on each of her pupils. The checklist has two factors (A & B). The pupils' scores were rank ordered into high and low groups according to Factor B and A + B. Each rank order was compared to the original teacher prediction of high and low creative pupils. The results revealed that 12 of 14 teachers' ratings on the Kueker Checklist predicted pupil creativity as well as or better than their original predictions. It appears that how the teacher provides for a creative environment and her awareness and evidence of flexibility in providing for her pupils' needs does have an influence on the teachers' abilities to accurately judge her pupils' creativity. If the importance of the development and nurturance of creative behaviors in the classroom is to become a reality, ongoing inservice training is an essential step. Teachers who recognize and value creative characteristics in their pupils can be expected to nurture them. Torrance (1981) has pointed out that the teacher may well be the key factor in the development of creativity in her pupils.