MEASUREMENT INVARIANCE, VALIDITY, RELIABILITY, AND FACTOR STRUCTURE EXAMINATION OF THE CREATIVITY NURTURING BEHAVIOUR SCALE FOR TEACHERS: COMPARISONS ACROSS GENDER IN THIRTEEN COUNTRIES

Author:

Sharma Ekta1ORCID,Sharma Sandeep2ORCID,Al-Qudah Mohammed Amin Hamed3ORCID,Yildiz Canan4,Adom Dickson5ORCID,Ferdinand Debra6,Mahmoud Hamad Zaina Mustafa7,Stavrianoudaki Alexandra8ORCID,Afhami Reza9

Affiliation:

1. Amrut Mody School of Management, Ahmedabad University, Gujarat, India

2. Magnum Opus International, Ghatlodia, 380061 Ahmedabad, Gujarat, India

3. Department of Educational Leadership and Foundations, School of Educational Sciences, University of Jordan, 11942 Amman, Jordan

4. Ahmet Kelesoglu Faculty of Education, Necmettin Erbakan University, Yeni Meram Boulevard Kasım Halife Str. 11, 42090 Meram, Konya, Turkey

5. Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, AK-385-1973, Kumasi, Ashanti Region, Ghana

6. University of the West Indies at St. Augustine, 685509 St. Augustine, Trinidad and Tobago

7. Department of Industrial Engineering, Toros University, 33140 Mersin, Turkey

8. Department of Primary Education, Faculty of Humanities and Social Sciences, University of Thessaly, Argonauts and Filellinon, 38221 Volos, Thessaly, Greece

9. Department of Research in Arts and History, Faculty of Arts, Tarbiat Modares University, 14117-13116 Tehran, Iran

Abstract

Creativity is fundamental to the overall progress of humanity and hence identified as a key competence required for being successful in the 21st century. Teaching that nurtures creativity helps not only to unfold children’s creative potential but also to enhance the effectiveness of teaching. The essential step in helping teachers to learn the principles of creativity nurturing pedagogy is to measure creativity nurturing behaviour for teachers and develop it through training. Assessment of teachers’ ability to nurture creativity is much needed. In this research we measured the creativity nurturing behaviour of 2006 teachers from various countries across global with creativity nurturing behaviour scale for teachers and analyzed the four-factor model’s reliability, validity and measurement invariance across gender and countries. The following values were obtained: Cronbach’s alpha (0.75, 0.70, 0.72, 0.79), composite reliability (0.76, 0.72, 0.701, 0.784), configural invariance (comparative fit index: 0.913, root mean square error of approximation: 0.063 and standardized root mean square residual: 0.662), metric invariance (obtained value in comparative fit index: 0.912, root mean square error of approximation: 0.061 and standardized root mean square residual: 0.52) and scalar invariance (obtained value in comparative fit index: 0.909, root mean square error of approximation: 0.064 and standardized root mean square residual: 0.7). The results of the study show that creativity nurturing behaviour scale for teachers is a valid and reliable scale which is invariant across gender and countries. Hence, the scale can be administered to measure the creativity nurturing behaviour of teachers and its results can be employed to identify the developmental needs of teachers to foster creativity in the classroom. This first scale for teachers is translated into Hindi, Arabic, Spanish, English, Turkish, and Persian.

Publisher

Vilnius Gediminas Technical University

Subject

Political Science and International Relations,Sociology and Political Science,Cultural Studies

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