The relationship between creativity, personality and student teaching achievement

Hodder, Sylvia Maxine (1971) The relationship between creativity, personality and student teaching achievement. Masters thesis, Memorial University of Newfoundland.

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Abstract

The present study examined the relationship between the variables of creativity and personality and the student teaching achievement of a group of Memorial University of Newfoundland student teachers. More specifically, it investigated whether the grades received by the student teachers from their cooperating teachers were related to their creative thinking abilities and/or one facet of their personality--extraversion. It was also concerned with possible interactions of personal correlates (viz: sex, personality, background) with creativity. As well, the relationship existing between the grade point averages of the student teachers and their achievement in student teaching was considered. -- The sample used in this investigation consisted of the ninety-eight student teachers who were enrolled in the student teaching courses at Memorial University of Newfoundland and who participated in the two week student teaching session in May, 1970. -- Data for the study included scores obtained by the student teachers on the Torrance Tests of Creative Thinking, and on the Eysenck Personality Inventory, grades received by the student teachers for their performance in student teaching, the grade point averages of the student teachers, and certain personal factors such as sex and background (urban-rural) of the student teachers. -- By analysis of variance, it was determined that a significant relationship did not exist between verbal creativity and student teaching success. For figural and for total creativity, significant differences were found among low, average, and high creative groups on scores of student teaching. Newman-Keuls tests on pairs of means further showed that the significant difference for figural creativity occurred between low and average groups, and the significant difference for total creativity occurred between low and average groups and low and high groups. When analyses were carried out on samples randomly selected from the complete group, these findings were not confirmed so were disregarded. -- Extraversion was not found to be a factor influencing student teaching success to a significant degree. Neither was it found that any of the personal correlates interacted with creativity to influence student teaching grades. -- A Pearson product-moment correlation of the grades in student teaching and the grades point averages was significant at the .05 level. -- On the basis of the F ratios and the correlation coefficient obtained, the present study concluded that creativity is not significantly related to student teaching achievement, but that grade point averages are at the .05 level of significance. The other variables considered--extraversion, sex, background (urban-rural) are not significantly related to student teaching success; nor do they interact with creativity to significantly influence student teaching achievement.

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