Abstract
The study was about the creative nurturing behaviors of in-service teachers in Ghana. Using the descriptive cross-sectional survey design, a sample of 768 (out of 1,321) in-service teachers were surveyed using online Google forms. The data for the study were collected with an adapted version of the Sharma and Sharma (2018) creativity nurturing behavior scale (15-items; α=.79). The data were descriptively and inferentially analyzed. Overall, the study found that majority of respondents exhibited low levels of creativity nurturing behaviors. Specifically, most of the respondents had moderate levels of creative curiosity and creative motivation, but some respondents had low levels of creative abstractions and critical thinking. Again, the study revealed that male and female respondents did not differ in their creative nurturing behaviors. Finally, differences were not established in creativity nurturing behaviors of in-service teachers based on the experience. In-service teachers were found to have insufficient knowledge on creative teaching. Therefore, it was recommended that in-service teachers need to be re-trained in the core competent areas of the new standard-based curriculum.
Highlights
It is agreed that creativity is essential for social and economic progress, as well as for individuals’ personal and professional fulfillment (Collard & Looney, 2014)
The results show that teachers in service who have taught for a period of 6-10 years (n=214, M=49.51, SD=4.95; and 95% CI=48.02 to 49.56) 11-15 years (n=24, M=45.96, SD=7.14; and 95% CI=42.95 to 48.97) were not different in the nurturing of creativity of students than those who have taught for 1-5 years (n=520, M=49.51, SD=4.95; 95% CI=49.08 to 49.94) and 16-20 years (n=10, M=49.20, SD=5.27; 95% CI=48.83 to 49.58)
In-service teachers might find it difficult to idealize their thoughts because they have fewer abilities in doing that, no innovations in their practice as professional teachers despite the availability of creative guides like a new standard-based curriculum
Summary
It is agreed that creativity is essential for social and economic progress, as well as for individuals’ personal and professional fulfillment (Collard & Looney, 2014). According to Collard and Looney (2014), in a knowledge society, creativity is required for advancement as work is carried out in nonpermanent project-oriented teams, with each team member taking on a large amount of responsibility. New situations and problem-solving methodologies must be learned regularly by individuals through creativity. The ability to tailor services and products to meet individual needs is increasing in individuals’ personal lives. It should come as no surprise that creativity is seen as a top priority in education on all continents and that it is at the heart of the discussion about 21st century learning. As the Organisation for Economic Co-operation and Development (OECD) points out, it is critical to prepare students for the unknown: for jobs that do not yet exist, for technologies that have not yet been conceived, and for issues that have not yet been foreseen (OECD, 2009)
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