Being Creative for Teaching Creativity: Teachers’ and Instructors’ Self-Assessments Regarding Creativity

This study examined teachers’ and instructors’ self-assessments regarding their own creativity which is thought to be helpful in understanding their needs to become more creative teachers to foster creativity in classroom. The data were collected in 2015 through a questionnaire developed by the researcher. Creativityrelated self-assessments of teachers and instructors were analyzed with respect to gender, parents’ educational status, and specialty by using chi-square (2) tests. Descriptive analysis was used to revealparticipants’ responses to the open-ended items on their expectations from their teachers and parents in terms of behaviors they had exhibited in the past that could have supported the enhancement of creativity. The findings revealed that self-assessments of creativity are not found to be statistically significant in terms of participants’ specialties and gender; however, as the educational level of fathers’ gets higher, the self-perceptions of creativity tend to be more positive. Considering the qualitative analysis, it was found out that participants expected their parents to encourage them to get engaged in more activities, have freedom of the mind, not impose restrictions, and be respectful and sensitive to children’s interests, talents and differences. The attitudes expected from teachers provided students with the opportunity to think freely, flexibly and originally, not imposing limitations and rules, and adopting an instructional approach that integrates into the learning environment a wide range of materials. Results have been interpreted to arise through the cultural issues and it is suggested that new generations need to be trained in more universal education and training systems to be more creative teachers, where cultural limitations affecting social, emotional and personal development areas are minimized.