Abstract
Fostering creativity in the classroom is important in producing a creative and innovative generation. To meet the educational needs of the new generation that can compete globally, the culture of creativity should be strengthened by teachers in implementing teaching and facilitation in the classroom. A frequently used instrument to measure teachers’ behavior in fostering creativity (CFB) is the Creativity Fostering Teacher Index (CFTI). The CFTI has been adopted as a standard instrument in most countries around the world. However, research related to CFB for secondary school mathematics teachers is still limited. Therefore, this study was conducted to adapt the CFTI instrument according to the context of the study and further determine the validity and reliability of the CFB instrument administered to 100 secondary school mathematics teachers in Sabah. The validity and reliability of the CFB instrument were determined using the Rasch Measurement Model via Winstep software. In terms of reliability, the item reliability index showed a high level of reliability of 0.94 while the respondents' reliability index was 0.90. Content and construct validity indicate that the CFB instrument is appropriate in measuring the CFB of secondary school mathematics teachers. The results show that the CFB instrument has a high level of validity and reliability in measuring the behavior of fostering the creativity of secondary school mathematics teachers.
Published Version
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