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Sambandet mellan lärares upplevelse av organisationsklimatet som kreativt och en kreativitetsfrämjande lärarstil

Sandberg, Emma LU and Viderström Ahlström, Tilde LU (2013) PSYK01 20131
Department of Psychology
Abstract
The purpose of this study was to examine the relationship between teachers perception of the organizational climate within which they work and their promotion of students’ creativity in Swedish classrooms. The study also aimed to explore the hypothesized positive correlation between a teaching style promoting creativity and the perception of freedom and time to produce and pursuit new ideas in the organizational climate in schools. The effect of standardized tests on teachers’ promotion of student creativity was also examined by comparing scores on Min lärarstil for teachers that educates in subjects that is using versus not using those tests. The participants in the study consisted of 61 Swedish grade school teachers, 44 women, 15 men and... (More)
The purpose of this study was to examine the relationship between teachers perception of the organizational climate within which they work and their promotion of students’ creativity in Swedish classrooms. The study also aimed to explore the hypothesized positive correlation between a teaching style promoting creativity and the perception of freedom and time to produce and pursuit new ideas in the organizational climate in schools. The effect of standardized tests on teachers’ promotion of student creativity was also examined by comparing scores on Min lärarstil for teachers that educates in subjects that is using versus not using those tests. The participants in the study consisted of 61 Swedish grade school teachers, 44 women, 15 men and 2 with unspecified gender. Two different instruments were used, Ekvall's (1996) Creative Climate Questionnaire and Hoff ’s (2012) Min lärarstil. A small non-significant correlation was detected between the perception of the organizational climate and a teaching style promoting student creativity. No effect of standardized tests was found. The freedom dimension was distinguished as the strongest correlating dimension with a teaching style promoting creativity and risk taking the second strongest, closely followed by idea time. Both the results for the freedom and risk-taking dimensions were significant. The conclusion of the study is that an organizational climate that allows teachers freedom to make decisions and allows risk-taking is highly important when it comes to a teaching style promoting student creativity. (Less)
Please use this url to cite or link to this publication:
author
Sandberg, Emma LU and Viderström Ahlström, Tilde LU
supervisor
organization
course
PSYK01 20131
year
type
M2 - Bachelor Degree
subject
keywords
Teaching style, student creativity, organizational climate, school.
language
Swedish
id
3806673
date added to LUP
2013-06-25 10:36:30
date last changed
2013-06-25 10:36:30
@misc{3806673,
  abstract     = {The purpose of this study was to examine the relationship between teachers perception of the organizational climate within which they work and their promotion of students’ creativity in Swedish classrooms. The study also aimed to explore the hypothesized positive correlation between a teaching style promoting creativity and the perception of freedom and time to produce and pursuit new ideas in the organizational climate in schools. The effect of standardized tests on teachers’ promotion of student creativity was also examined by comparing scores on Min lärarstil for teachers that educates in subjects that is using versus not using those tests. The participants in the study consisted of 61 Swedish grade school teachers, 44 women, 15 men and 2 with unspecified gender. Two different instruments were used, Ekvall's (1996) Creative Climate Questionnaire and Hoff ’s (2012) Min lärarstil. A small non-significant correlation was detected between the perception of the organizational climate and a teaching style promoting student creativity. No effect of standardized tests was found. The freedom dimension was distinguished as the strongest correlating dimension with a teaching style promoting creativity and risk taking the second strongest, closely followed by idea time. Both the results for the freedom and risk-taking dimensions were significant. The conclusion of the study is that an organizational climate that allows teachers freedom to make decisions and allows risk-taking is highly important when it comes to a teaching style promoting student creativity.},
  author       = {Sandberg, Emma and Viderström Ahlström, Tilde},
  keyword      = {Teaching style,student creativity,organizational climate,school.},
  language     = {swe},
  note         = {Student Paper},
  title        = {Sambandet mellan lärares upplevelse av organisationsklimatet som kreativt och en kreativitetsfrämjande lärarstil},
  year         = {2013},
}