Abstract
This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership, and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels: the individual level on how “teacher’s imagination” affects “teacher’s creative teaching” and the group level on the impact of “the principal’s visionary leadership.” From the teachers of 65 primary schools in southern Taiwan invited to participate in the survey study, 861 valid data were returned. The cross-level moderating effects were further examined via hierarchical linear modeling (HLM). The result shows that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness.” The implication of the study is to discover the predictive model which inspired the students’ creativity potential by cross-hierarchical perspective.
Highlights
The phrase “actions speak louder than words” stems from the observation that the words and deeds of teachers profoundly affect children; teachers function as a crucial role model in a child’s life (Ministry of Education [MOE], 2016)
The results suggested that each dimension of teachers’ imagination had a positive effect on teachers’ creative teaching according to Figure 2; Hypothesis 1 (H1).1 to H1.6 were supported; besides, H1.3 had not reached the significant level
This is consistent with the findings of Reichling (1990), Mellou (1995), Lindqvist (2003), and Gharabaghi (2008). These scholars argued that imagination and creativity are closely related, and that imagination contributes to innovation and idea generation
Summary
The phrase “actions speak louder than words” stems from the observation that the words and deeds of teachers profoundly affect children; teachers function as a crucial role model in a child’s life (Ministry of Education [MOE], 2016). Creative teaching is a necessary skill for teachers, and this teaching method can effectively improve how sensitive and adept students are at learning. Creative teaching can make learning invigorating, meaningful, and profoundly experiential, helping students better develop the necessary cognitive and emotional skills (Hu et al, 2016; Rankin & Brown, 2016; Simplicio, 2000). The use of imagination and creativity can lessen the somberness associated with strict control in the classroom and make learning less tedious and more invigorating for students (Blazar & Kraft, 2017; Sharma, 2017). Imaginative teachers can integrate various teaching characteristics to make learning more invigorating and foster more creative students, in line with future educational trends (Craft, 2005; Phan, 2009). The correlation between imagination and creative teaching ability in frontline teachers is an important research topic
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