Teacher Creativity and School Climate

Abstract

This research was held in several Senior High School in the North Sulawesi Province. The teacher creativity playing the important role in order to create the goal in teaching efforts at schools, because the teachers not just teach but acknowledge the student as well. Based on that, every teacher had to having their own creativity to enroll their duty as a professional educator. School climate being one of the factors which is affected the creativity of the teacher. Aimed of this research was to know the description about the influence of school organization climate to teacher creativity, used survey method and quantitative approach. Therefore, to collected the data was using instrument such as a questionnaire with Likert scale. The result was showed that there is positive influence between school organization climate and teacher creativity with coefficient value 0,183 and t-value 2,151 > value of table. Teacher creativity being the most important parts of teaching activity even more could be the entrance to improving the target result of the student in learning. The good and conducive school climate while running the duty could create better inter action to be more educative and effective, hand in hand with good school organization climate would give the room for creativity and innovation to encourage the teacher to become more creative and innovative.

Organizational climate and quality of work-life in the creativity of teachers

“…These findings support Terry et al [39] which found that organizational climate is one of the elements that influence teacher creativity in schools. The influence given by the organizational climate on creativity is positive.…”

Inventori perilaku kerja inovatif guru indonesia: analisis rasch model

“…Kelima, berkaitan dengan peningkatan upaya guru agar berjuang keras ide/produk baru pembelajaranya dapat diterima pihak lain. Guru memiliki berbentuk kreativitas dan innovasi (Terry et al, 2020), hasil kreativitas akan semakin baik jika mereka terus berkolaborasi untuk meningkatkan mutu pendidikan (Nordgren et al, 2021). Kemampuan mengajar dari seorang guru perlu Inventori perilaku kerja inovatif guru indonesia: analisis rasch model mendapat masukan dari guru lainya (D. Nguyen et al, 2021), mereka bisa saling berkomunikasi (Khan et al, 2017), saling mensupervisi (Sharma & Al-Sinawai, 2019) dan termotivasi untuk memberikan yang terbaik bagi guru lainnya (RERKE et al, 2020).…”

“…PKIG dipengaruhi oleh motivasi untuk fokus pada kesuksesan, orientasi nilai, kecenderungan pengambilan risiko yang wajar, dan kreativitas guru (RERKE et al, 2020). Keadaan lingkungan organisasi berpengaruh pada inovasi (Terry et al, 2020), sikap dan gaya kepemimpinan memberikan dampak pada perilaku inovatif guru, terlebih pada masa pandemic Covid 19 (Pangestu, 2021), efikasi diri dan perilaku berbagi pengetahuan berpengaruh pada perilaku inovatif (Sulistiowati, 2018), begitupun dengan kecerdasan spiritualitas seseorang berperan dalam memengaruhi perilaku inovatif (Pandey et al, 2019). Variabel lain yang memengaruhi perilaku inovatif antara lain: keadilan yang berjalan di sekolah (Akram et al, 2020), pluralism dalam organisasi (Luu, 2019), kecerdasan emosional (Dincer et al, 2011), dan pelaksanaan pendidikan dan latihan.…”

Improving Teacher Organizational Citizenship Behavior (OCB) through Servant Leadership, Justice and Self-efficacy: Indonesian Teacher Perspective

“…Teachers are the spearhead in implementing education (Wahyu, 2020). Excellent or lousy education implementation is in the hands of teachers (Terry et al, 2020). Prosperous countries show the outstanding performance in education.…”