EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

Khodabakhshzadeh, Hossein; Hosseinnia, Mansooreh; Moghadam, Hossein Abedi; Ahmadi, Fatemeh

doi:10.12973/iji.2018.11116a

Cited by 35 publications

(40 citation statements)

References 15 publications

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“…Teacher creativity and teaching effectiveness are two essential elements of teaching. Khodabakhshzadeh et al (2018) define teachers' creativity as the implementation of the new idea to reach effective teaching which historically cannot be separated from the development of creativity tests namely Torrance's creative thinking and Wallach-Kogan's creativity tests (Torrance 1974, Wallach & Kogan 1965. Meanwhile, the notion of teaching effectiveness is more commonly viewed from multi-dimensional perspectives such as professional, pedagogical, social and personal attributes (Barry 2010, Paolini 2015.…”

Section: Review Of Literature Teacher Creativity and Teaching Effectimentioning

confidence: 99%

“…Research on teachers' creativity and effectiveness in EFL/ESL contexts have yielded significant contributions towards various aspects of English language teaching and learning. For instance, Khodabakhshzadeh et al (2018) examined teachers' creativity and teaching effectiveness of EFL men and women using the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). They found that teachers' creativity observed among male and female teachers in an Iranian EFL teaching context was dissimilar.…”

Section: Review Of Literature Teacher Creativity and Teaching Effectimentioning

confidence: 99%

“…Research on teacher creativity and teaching effectiveness has already addressed three vital issues in EFL/ESL circumstances. First, a correlation between teaching effectiveness and teacher creativity from the perspective of teachers was found by Khodabakhshzadeh et al (2018). They investigated 325 EFL Iranian teachers using a creativity scale.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

Arifani

Khaja

Suryanti

et al. 2019

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Current seminal studies on teacher creativity and teaching effectiveness have been widely investigated by numerous researchers. Most of them explored both variables (teacher creativity and effectiveness) from various aspects such as the perspectives of teachers, learners, and of gender but they failed to address one important variable, namely the influence of professional development background on these variables. Consequently, this study aims to analyse the influence of blended teacher professional training on teaching creativity and teaching effectiveness from the learners' perspective. A sample of 901 learners from various secondary schools in East Java province was randomly assigned to rate 120 EFL teachers using both the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). For this purpose, a validated and reliable five-point Likert scale of ELT-CS and ELT-ES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree) has been employed. After administering the questionnaires, the data were analysed using structural equation modelling (SEM). The findings indicate a positive influence of blended professional training on EFL teachers' creativity and their teaching effectiveness. As for the indicators of teaching effectiveness and creativity, knowledge, subject matter, independent learning, learning environment, and material variables show the strongest influences. Conversely, fluency, flexibility, originality, and elaboration variables show the weakest influences. The detailed influences of each indicator from both variables were also elaborated on. Finally, recommendations for further research are presented.

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Section: Review Of Literature Teacher Creativity and Teaching Effectimentioning

confidence: 99%

Section: Review Of Literature Teacher Creativity and Teaching Effectimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

Arifani

Khaja

Suryanti

et al. 2019

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“…Conversely, research on teachers' creativity is never separated from other essential variables such as students' achievements, teaching effectiveness, motivation, classroom management, beliefs, attitudes, affection, and talents (Erdogan & Yemenli, 2019;Goldin, 2017). Furthermore, process and product-based approach of investigating these variables of creativity and effectiveness have been widely explored Khodabakhshzadeh, Hosseinnia, Moghadam, & Ahmadi, 2018). Khodabakhshzadeh et al, (2018), for example, investigating the influence of teachers' creativity and effectiveness was conducted using two different questionnaires from the perspective of the teacher.…”

Section: The Relationship Between Blended Mathematics Professional …mentioning

confidence: 99%

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

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“…Based on previous study that have been conducted by Khodabakhshzadeh, Hosseinnia, Moghadam, & Ahmadi (2019) demonstrated that creativity of the teachers has a significant correlation with their teaching effectiveness and there is also any significant differences between gender and teachers' creativity. Another study by Vasudevan (2013) about the influence of teachers' creativity, attitude and commitment on students' proficiency of the English language shows that there is a significant and positive influence of the teachers' creativity, attitude and commitment on students' proficiency of the English language.…”

Section: Introductionmentioning

confidence: 98%

Discrepancy Between Perceived and Observed Teaching Creativity of English Teachers

2021

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This study was aimed to investigate the discrepancy that occurred between the teachers’ perception and the observed implementation in teaching creativity in the classroom. Embedded mixed method QUAL (quan) was used as the design of the study. The data corpus comprises primary and supportive data, in which the first refers to qualitative data and the later were the supportive data. SMA Negeri 1 Melaya was selected as the research setting and two English teachers were selected as the research subject. The questionnaires and in-depth interview were used as the instrument to collect the data. The data from the questionnaires were analysed quantitatively and qualitatively. Then, data reduction was used to analyse the data from in-depth interview. The result demonstrates that the discrepancy occur between teachers’ perception and the observed implementation in the classroom. The teachers perceive themselves as creative, however the observational set data indicate that their teaching mostly focus on using conventional media, deductive learning, teacher centre technique, monotonous teaching activity, using same media in every meeting, rarely conducting innovative activity and integrating the contextual problem as learning material in the class. Their teaching also mainly focused on offline learning and printed media. In addition, they were also hardly found to show effort to redesign old media to be unique and creating attractive activities in the class.

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EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

Cited by 35 publications

References 15 publications

The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Discrepancy Between Perceived and Observed Teaching Creativity of English Teachers

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