Abstract
The purpose of this study was to explain and predict creative and effective teaching behaviors of university instructors, as perceived by students, in a college of agriculture. Creative teaching behaviors were examined using an instrument developed from creativity theories of divergent thinking. Effective teaching behaviors were evaluated using the principles of effective teaching developed by Rosenshine and Furst (1971). The study utilized two populations: undergraduate students and their instructors. Results indicated that students believe their instructors demonstrated creative teaching behaviors. In addition, the study found a very high, positive, and significant correlation between instructors’ creative teaching behaviors and effectiveness of teaching behaviors, as perceived by students. There was also a significant relationship between creative teaching behaviors of experienced and inexperienced instructors when evaluated by students.
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