2013/07/01 by Lisa DaVia Rubenstein, D. Betsy McCoach, Del Siegle · 1 citation
Psychology · #Creativity in Education and Neuroscience #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports
paper · doi:10.1080/10400419.2013.813807
openalex publication_date 2013/07/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Creativity is valuable for individuals and society; it is thus important to understand how creativity can be fostered and encouraged. Teachers have a unique opportunity to promote creativity among their students. Teaching for Creativity Scales analyze constructs that influence teachers’ perceptions of teaching for creativity. Approximately 650 teachers completed the survey. In the exploratory factor analysis, the items fit a 4-factor structure, producing 4 subscales: teacher self-efficacy, environmental encouragement, societal value, and student potential. The instrument was revised and distributed to additional teachers for a confirmatory factor analysis. With a few item deletions, the proposed model was a good fit for the data (CMIN/df = 1.819, CFI = .923, TLI rho2 = .917, RMSEA = .053). With continued testing and revisions, this instrument could be useful for measuring perceptional changes due to designed interventions, comparing different populations of teachers, and describing creativity perceptions at a given school.