The survey thinking style and its relation with creativity in physical education teachers

Abstract

Purpose

The purpose of this paper is to survey the relationship between thinking styles with creativity in physical education teachers.

Design/methodology/approach

The research method is descriptive – applied and based on related purpose it was applicative. The study's statistical community includes all physical education teachers in the middle period in Iran and their numbers at the time of the study were 600 individuals. The statistical sample using a Morgan table was selected to be 235 individuals. To measure research variables two questionnaires (Sternberg thinking style and creativity, Torrance, 1972) were used. To calculate the validity of the questionnaire questions, Cronbach's α test was used, and the obtained α for the thinking style questionnaire and creativity were equal to 0.86 and 0.89, respectively. Descriptive and inferential statistics were also used in this study, which in statistical inference section (Kolmogorov-Smirnov test, Pearson correlation coefficient, Spearman correlation coefficient, Friedman ranking test and t-test) were used.

Findings

The results showed that there is no significant relationship between individual characteristics (gender, education and work experience) and styles of thinking, but there is significant relationship between creativity and thinking style. Besides, there is a meaningful difference between creativity with thinking style. In the ranking between thinking style factors, significant differences were observed and at the end some proposals were stated.

Originality/value

The theoretical framework provides a new direction for conceptualizing research, development and practice, designed to promote thinking, creativity in education and other sectors in a new era of globalization and great transformation.

Citation

Sadeghi Boroujerdi, S. and Hasani, K. (2014), "The survey thinking style and its relation with creativity in physical education teachers", International Journal of Educational Management, Vol. 28 No. 4, pp. 400-412. https://doi.org/10.1108/IJEM-05-2013-0084