Abstract
The investigation has been carried out on the status quo of higher school physical education teachers’ personality traits, resilience, and creative teaching status. The exploratory and confirmatory factor analyses, combined with multiple stratified linear regression analysis, were used to verify the data obtained by the structure model. The results show that (1) among the big five personality traits, excepting conscientiousness, the rest of the four dimension personality traits have different influences on creative teaching; (2) extraversion, agreeableness, and openness can produce an intermediary effect on innovative teaching through different dimensions of resilience; (3) the school support has a positive influence on five aspects of the creative teaching; and (4) problem cognition and empathy in resilience play a multilevel role of mediating effect and are regulated variables as well. The findings of the present study revealed that the key to success to creative teaching is to understand teachers’ personality traits, pay attention to the resilience of the development of teachers’ creative teaching, and provide required support; the higher the awareness of the problem and the degree of school support in the resilience was, the higher the problem solving and the higher degree of teaching in the creative teaching tended to be.
Highlights
In the era of mass entrepreneurship and innovation, classroom teaching in school is facing enormous challenges
(2) Each construct of personality traits was significantly correlated with resilience; personality traits were significantly correlated with creative teaching
On combining the above two aspects (1) and (2), it can be affirmed that there is a close relationship between school support, resilience, and creative teaching, personality traits, resilience, and creative teaching, so it is suitable for multilevel analysis
Summary
In the era of mass entrepreneurship and innovation, classroom teaching in school is facing enormous challenges. Creativity is a crucial element of education (Liu and Chang, 2017), From the definition of creativity, some scholars (Soh, 2000; Beaird et al, 2018) pointed out that creative teaching is that teachers conceive, design, and use novel teaching orientations, methods, or activities to adapt to students’ mental development and stimulate students’ motivation to learn, so as to obtain the best teaching effect. Other scholars (Ozkal, 2014; Gu, 2018; Huang et al, 2019b) believed that creative teaching is the strategies to use a variety of Creative Teaching in Higher School novel and valuable teaching under the guidance of certain teaching thoughts to enhance students’ learning interest and motivation and to achieve teaching goals. Relevant research shows that the higher the intrinsic motivation of teachers’ creative teaching, the more innovative is performance in teaching (Ozkal, 2014; Yalcin and Kilic, 2014)
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