The purpose of this phenomenological study was to examine the experiences of teachers who effectively promoted student creativity and maintained high levels of work engagement. Creativity is considered a skill crucial for future success but is often misunderstood. High-stakes accountability in modern education has increased focus on test scores, reduced emphasis on creativity development at the school level, and negatively affected teacher work engagement.
In-depth interviews and written responses were used to generate an understanding of how teachers who foster student creativity and maintain high levels of work engagement experience modern education. Fifteen participants from 14 schools in three school districts across northern Georgia shared their experiences.
Findings indicated that teachers can foster student creativity in the current high-stakes accountability environment when they focus on establishing meaningful relationships with students and colleagues, exhibit adaptability in the classroom, and maintain confidence in their educational identity. The participants in the study also were driven toward self-improvement, found intrinsic value in their approach to curriculum and instruction, were supported by administration, focused on social and emotional aspects of education, provided students with ownership in the learning process, made learning relevant, and established structure and safety for students within a flexible approach to learning. Future implications for practice include placing an increased focus on creativity development in schools because this focus has the potential to increase student learning in addition to boosting creativity.
|Commitee:||Cantrell, Martha, Tavernier, Mark|
|School Location:||United States -- Georgia|
|Source:||DAI-A 80/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Teacher education|
|Keywords:||Adaptability, Meaningful relationships, Promoting creativity, Teacher accountability, Work engagement|
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