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Measuring Beliefs About Teaching for Creativity

by Jen Katz-Buonincontro, Richard W. Hass & Elaine Perignat - 2020

Background/Context: Beliefs about teaching for creativity is a newer area of empirical investigation in education.

Purpose: The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity.

Subjects: The study subjects were preservice and practicing teachers enrolled in bachelor’s, master’s, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States.

Research Design: This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning.

Data Collection and Analysis: A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording.

Results: The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors.

Recommendations: We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.

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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. 1-22
https://www.tcrecord.org ID Number: 23317, Date Accessed: 9/27/2021 12:35:26 AM

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About the Author
  • Jen Katz-Buonincontro
    Drexel University
    E-mail Author
    JEN KATZ-BUONINCONTRO, Ph.D., is an Associate Professor of education and Associate Dean of Research at Drexel University. She researches creativity in learning contexts as well as STEAM and arts-based learning and leadership skill building. Publications include studies on creative beliefs and performance, and her grants focus on integrating creativity into graduate education and arts integration in middle schools.
  • Richard Hass
    Jefferson University
    E-mail Author
    RICHARD W. HASS, Ph.D., is Director of Assessment, Evaluation, and Research at the Jefferson Center for Interprofessional Practice and Education. He studies teamwork, creative problem solving, and measurement. His recent publications examine measurement and process in creative problem solving and education-based performance assessments.
  • Elaine Perignat
    Drexel University
    E-mail Author
    ELAINE PERIGNAT holds a Ph.D. in Education and is currently a Post-Doctoral Research Scholar at Drexel University. Her research includes interdisciplinary education, fostering student creativity, and creative pedagogies. Her publications focus on creative ideologies in education, observation of creativity in STEAM Education, and an integrative literature review of STEAM in research and in practice.
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