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Dissertation
A Psychosocial Analysis of the Creative Potential of Teachers Considering Personal and Administrative Impediments
Doctor of Education (Ed.D.), Drexel University
Mar 2022
DOI:
https://doi.org/10.17918/00001081
Abstract
This mixed-methods study was focused on investigating how the demands of the teachers' workday alters their creative behaviors and how school leaders influence and shape creativity in the workplace. The k-8 school selected for this study was chosen because it has encountered difficulties increasing and maintaining student achievement. Via insights acquired from current and former teachers, the researcher is inclined to assume that academic gains may be achieved if creativity were more of an integral, cohesive part of the teaching staff's ideology and daily routine. The design and rationale of this study explored the psychological and environmental factors that affected teachers' acceptance of change to understand what steps can be taken to improve the school's culture of creativity and innovation. The conceptual model developed to inform this study employed a psychometric test - the Reisman Diagnostic Creativity Assessment (RDCA). Kotter's 8-Step Process for Leading Change was also used to explore how various elements of the organization affect employee commitment. 35 teachers chose to participate in the RDCA portion of the study. 12 teachers volunteered to be telephone interviewed by the researcher. This study uncovered four concerns that may explain why creativity is not thriving at the school: 1) teachers have a below average tolerance of ambiguity that may affect their creative attitude and behavior; 2) teachers demonstrate an elevated proclivity to be extrinsically motivated that may discourage them from trying new instructional methods, ideas, or products; 3) time constraints place an overwhelming burden upon the teachers' opportunities to be creative; and 4) teachers are not encouraged to take risks which reduces the likelihood that they will discover and implement creative ways of engaging students in the learning process.
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Details
- Title
- A Psychosocial Analysis of the Creative Potential of Teachers Considering Personal and Administrative Impediments
- Creators
- Robert Carmona
- Contributors
- Fredricka K. Reisman (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 143 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991018098404104721