Abstract
The purpose of this research is to gather data on how often teachers use creative thinking techniques and encourage students to use such techniques. For this purpose, a valid and reliable scale for guiding creative thinking competency was developed. A survey model was used in the research, which was carried out with participants working as elementary school teachers in Istanbul province of Turkey. The current research was conducted with the participation of 815 individuals in four different sample groups. Data was analyzed via SPSS 21.0 and LISREL software.The findings indicate that there is a positive relationship between teachers’ competency of guiding creative thinking and their own creative thinking dispositions. The competency to guide creative thinking is higher in the case of elementary school teachers who specialize in teaching gifted students than that of those in general education.In conclusion, the scale for creative thinking competency demonstrated a strong factor structure, strong internal consistency and evidence for construct and concurrent validity.
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