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Abstract
The purpose of this study was to investigate the leadership practices and creativity traits as perceived by social studies and Islamic education teachers in Jordan. A sample of 289 social studies and Islamic education teachers were selected randomly. Data were collected using quantitative research method. Leadership practices were measured using the Leadership Practices Inventory (LPI-Self) developed by Kouzes and Posner (2003) with self-developed items on the Islamic component by the researchers, and creativity traits were measured using the Creativity Self-Perception Questionnaire (CSPQ) developed by Goertz (1993). The validity and the reliability of two instruments are already developed and assessed. The data have been statistically analyzed (by using the SPSS). Findings of the study revealed that teachers perceived themselves positively in all dimensions studied. They were also found to be creative, as they perceived themselves to possess all the creativity traits. The study also showed that there was a significant correlation between the results of the ten leadership dimensions together and the eight creativity traits of teachers were positively significant. The results showed that there were no significant differences according to the dependent variables (gender, major of specialization, educational experience, and stage of schools) on most of the independent variables (eight creativity traits and ten leadership dimensions). The study also offered some recommendations to enhance the status of educational leadership, creativity of social studies and Islamic education teachers.
Highlights
Classroom environment has been seen as a very complex setting with multiple dimensions (Jackson, 1968; Doyle, 1977)
According to the perceptions of social studies and Islamic education teachers, the results have shown that teachers were perceived, by themselves, to be practicing all the leadership dimensions and possess the creativity traits studied
May be seen that while the categories of behavior pertaining to traditional aspects of educational leadership, viz. “Encouraging the Heart, Observing Moral Value System, Modeling the Way” and “Building a Positive Culture, were perceived by teachers themselves to be highly practiced, those categories of behavior pertaining to modern elements of leadership, most notably represented by “Relating with Community and Inspiring a Shared Vision” were perceived by teachers to be less practiced, suggesting more emphasis on moral aspects of leadership
Summary
Classroom environment has been seen as a very complex setting with multiple dimensions (Jackson, 1968; Doyle, 1977). It has been shaped by continual experience and an accumulation of daily classroom activities (Doyle, 1977, 1981, 1983, 1986; Desforges & Cockburn, 1987; Desforges, 1995; Desforges, 2000). They have to plan suitable activities for different purposes, needs and nature of individual students, ask them questions, listen to their answers, answer their questions, comment on their answers, motivate them, correct them if they make a mistake, and provide feedback. The effective management of a classroom environment can contribute to the development of creative potential
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