Educators’ Beliefs about Creativity Development in Educational Setting

Abstract

The goal of the study was to identify educators’ beliefs about creativity development of children and youth in educational setting by applying the Expert Model of Supporting Creativity. Research participants included educators from preschools, primary schools, secondary schools and universities. Implicit theories of creativity questionnaire was administered, while answers to one question regarding the potential for creativity development in educational settings were analyzed. Data were analyzed using thematic analysis with a predefined coding scheme. Statistically significant differences were identified in educators’ beliefs about the contribution of educational institutions in students’ creativity development. Preschool educators pointed to the contribution of the free activities, educational climate, managing creativity and partnership more frequently, while university educators pointed to the teaching activities, teachers and the study program. We discuss how educators’ beliefs can be transformed to provide the focus on developmental needs of children and youth during their schooling.