Discovering connections between creativity and time management in twenty-first century teaching

Rebecca L. Lorfink

doi:10.17918/etd-3984

The purpose of this study was to determine links between creativity and time management in secondary education within a standards-based environment. Connections between time management skills, personal creativity, and the likelihood to foster creativity in students can assist in the search for actionable solutions to perceived obstacles within the area of creativity. Creativity is essential for the future of the United States due to the changing nature of a global society (Zhao, 2009). Students must be explicitly taught creative problem-solving skills to be prepared for this future (Wince-Smith, 2006). Nonetheless, teachers face pressures to focus on standardized assessments in an era of accountability brought on by the No Child Left Behind Act (Schoen & Fusarelli, 2008). These conflicting desires, combined with increasing time pressures (Collinson, 2001), have decreased creativity in secondary classrooms (Amabile et al., 2002). This study was based on the work of Zampetakis, Bouranta, and Moustakis (2010) who discovered a positive relationship between time management and creativity. The study used a mixed-methods approach, combining quantitative data and qualitative data for depth of understanding. Quantitative research was correlational in nature and identified positive relationships between time management, personal creativity, and the likelihood to foster creativity in the classroom. There was no significant evidence of a link between a teacher's creativity and their inclination to encourage creativity. A grounded-theory approach was used to develop a theory of successful creativity in teaching within a high-stakes climate. Successful time managers used tools, set goals and priorities, collaborated with peers, and consistently acted as professionals in the workplace. Highly creative teachers provided opportunities for students to connect learning to personal interests and experiences while offering choices in the classroom. Teacher perspectives on creativity and certain student factors were identified as critical by highly creative teachers. A supportive administration can embolden creativity and time management by providing appropriate resources, supporting a creative climate, giving time for collaboration and reflection, and stating specific goals and expectations to their staff. Recommendations were provided to educational leaders to provide specific staff development and other support in the areas of time management and creativity. Keywords: creativity, time management, fostering creativity, climate of accountability, secondary education, United States

Discovering connections between creativity and time management in twenty-first century teaching

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Discovering connections between creativity and time management in twenty-first century teaching

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