Relationship between Iranian EFL Teachers’ Creativity and Their Classroom Management

Roghayeh Azimifar, Farahnaz Abedini

Abstract


The present study was an attempt to extend our knowledge on the relationship between Iranian EFL teachers’ creativity and their classroom management. It was also intended to check the significant difference between male and female teachers with regard to the relationship between Iranian teachers’ creativity and their classroom management. Examining the difference between male and female teachers regarding their creativity and classroom management was the other aim of this study. To achieve such goals, one hundred EFL teachers participated in the study. The sampling method was availability non-probability sampling. Two questionnaires were utilized, namely, Creativity Fostering Teacher Behavior Index developed by Soh (2000) and Instructional Management Scale (BIMS) developed by Martin and Sass (2010). By employing Pearson correlation coefficient and independent sample t-test, the findings highlighted that there was a statistically positive significant relationship between teachers’ creativity and their classroom management. However, there was not any significant difference between males and females regarding the relationship between Iranian teachers’ creativity and their classroom management. In addition, the findings revealed that there was not any statistically significant difference between male and female teachers with respect to their creativity and their classroom management.


Keywords


Classroom management; Teacher creativity; Gender

Full Text:

PDF

References


Al-Karasneh, S., & Jubran, A. (2013). Classroom leadership and creativity: a study of social studies and islamic education teachers in Jordan. Scientfic Research, 4(10), 651-662.

Al-Suleiman, N. (2009). Cross-cultural studies and creative thinking abilities. Journal of Educational & Psychological Sciences, 1(1), 42-92.

Bosch, K. A. (2006). Planning classroom management. London: SAGE Publications.

Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.

Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.

Burden, P. R. (1995). Classroom management and discipline. NY: Longman, White Plains.

Burden, P. R. (2005). Powerful classroom management strategies: Motivating students to learn. Thousand Oaks, CA: Corwin Press.

Craft, A. (1999). Creative development in the early years: some implications of policy for practice. Curriculum journal, 10(1), 135-150.

Cremin, T. (2009). Creative Teachers and Creative Teaching. In A. Wilson (ed.), Creativity in Primary Education. Exeter: Learning Matters.

Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), Creativity Research Handbook (pp.83-114). Cresskill, N. J.: Hampton Press.

Darnell, N., Gallagher, D., Andrews, R., & Amaral, D. (2000). Environmental management systems: Opportunities for improved environmental and business strategy? Environmental Quality Management, 3, 1-9.

Doyle, W. (2006). Classroom organization and management. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.). New York: Simon and Schuster.

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103- 112.

Fleith, D. (2000) Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22, 148-154.

Friedman, T. (2005). The world is flat. New York: Farrar, Strauss and Giroux.

Good, T. L., & Brophy, J. E. (2006). Looking in classrooms (8th ed.). New York: Longman.

Gürçay, D. (2015). Preservice physics teacher’s beliefs regarding classroom management. Procedia - Social and Behavioral Sciences, 174, 2430-2435.

Khany, R., & Boghayeri, M. (2014). How Creative Are Iranian EFL Teachers? Australian Journal of Teacher Education, 39(10) 15-28.

Khany, R., & Ghoreyshi, M. (2013). On the relationship between iranian efl teachers’efficacy of classroom management, reflective thinking, and transformational leadership style: A structural equation modeling. Issues in Language Teaching, 2(1), 55-81.

Kinai, T. K. (2013). Kenyan student-teacher counsellors' creativity and its relationship with their gender, age, and teaching experience. US-China Education Review B, 3(5), 296-304.

Landau, B.M. (2001, April). Teaching Classroom management: A stand-alone necessity for preparing new teachers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Loveless, A., Burton, J., & Turvey, K. (2006). Developing con¬ceptual frameworks for creativity,

ICT, and teacher education. Thinking Skills and Creativity, 1, 3-13.

Martin, N.K., & Sass, D.A. (2010). Construct Validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26(5), 1124-1135.

Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes and beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42 (2), 11-20.

NACCCE (National Advisory Committee on Creative Cultural Education). (1999). All over features: Creativity culture and education. London: DFEE.

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Australia: McGraw-Hill International.

Parkhurst, H. (1999). Confusion, lack of consensus, and the definition of creativity as a construct. Journal of Creative Behavior, 33, 1-21.

Robinson, K. (2001). Out of Our Minds: Learning to Be Creative. London: John Wiley & Sons.

Robinson, K. (2006). Do schools kill creativity? In Presentation at TED2006 conference, Monterey, CA.

Sale, D. (2005). De-mystifying Creative Teaching Competence. International Conference on Redesigning Pedagogy: Research, Policy, Practice, May 30 - June 1, 2005, National Institute of Education, Nanyang Technological University, Singapore.

Savage, T. V, &Savage, M.K. (2009). Successful Classroom Management and Discipline: Teaching Self-Control and Responsibility. (3rd edition). Sage Publications, Inc.

Sawyer, R. K. (2011). A call to action: The challenges of creative teaching and learning. Teaching and Teacher Education, 21(5), 112-127.

Shinn, M. R. Walker, H. M., &Stoner, G. (Eds.). (2002). Interventions for academic and behavior problems: Preventive and remedial approaches. Silver Springs, MD: National Association of School Psychologists.

Soh, K. (2000). Indexing creativity fostering teacher behavior: a preliminary validation study. Journal of Creative Behavior, 34(2), 118-134.

Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.

Trna, J. (2012). How to motivate science teachers to use science experiments? Journal of Systemic, Cybernetics and Informatics, 10(5), 33-35.

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.

Weinstein, C. S., & Mignano, A. J. (1993). Elementary classroom management: Lessons from research and


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Journal of Applied Linguistics and Language Research