Yaratıcılığın Bilişsel Temelleri: Öğretmenlerin Eğitimsel İnançlarının Yordayıcı Etkileri

Abstract

Bu çalışmanın amacı, öğretmenlerin eğitsel inançları ile yaratıcı düşünme eğilimleri arasındaki ilişkiyi incelemek ve eğitsel inançların yaratıcı düşünmeyi hangi düzeyde yordadığını belirlemektir. İlişkisel tarama modeli kullanılarak yürütülen araştırma, 2023–2024 eğitim-öğretim yılında farklı branş ve kademelerde görev yapan 404 öğretmenden toplanan verilerle gerçekleştirilmiştir. Veri toplama sürecinde Eğitsel İnançlar Ölçeği ile Marmara Yaratıcı Düşünme Eğilimleri Ölçeği kullanılmış; analizlerde betimsel istatistikler, Pearson korelasyon ve çoklu doğrusal regresyon tekniklerinden yararlanılmıştır. Elde edilen bulgular, öğretmenlerin ilerlemecilik, varoluşçuluk ve yeniden kurmacılık gibi çağdaş eğitim yaklaşımlarını yüksek düzeyde benimsediklerini ve yaratıcı düşünme eğilimlerinin genel olarak yüksek olduğunu göstermektedir. Eğitsel inançlar ile yaratıcı düşünme arasında orta düzeyde ve pozitif ilişkiler saptanmış; öğretmenlerin görev yaptıkları eğitim kademesi anlamlı bir farklılaştırıcı değişken olarak belirlenmiştir. Regresyon analizi sonuçlarına göre, eğitsel inançlar yaratıcı düşünme eğilimlerindeki varyansın yaklaşık %35’ini açıklamaktadır. Bulgular, öğretmenlerin öğrenci merkezli ve çağdaş felsefi yönelimlerinin yaratıcı düşünmeyi destekleyen bilişsel ve pedagojik bir zemin oluşturduğunu ortaya koymakta; bu durumun öğretmen eğitiminden program geliştirmeye uzanan geniş bir yelpazede önemli çıkarımlar sunduğu görülmektedir.

Keywords

• Eğitimsel inançlar
• yaratıcı düşünme eğilimi
• öğretmen
• eğitim felsefesi

Ethical Statement

Bu çalışma, Afyon Kocatepe Üniversitesi Sosyal ve Beşeri Bilimler Bölümü Bilimsel Araştırma ve Yayın Etik Kurulu tarafından 20.12.2023 tarihli ve 2023/374 numaralı kararla onaylanmıştır.

Examining the Predictive Role of Teachers’ Educational Beliefs in Creative Thinking Tendencies

Abstract

The purpose of this study is to examine the relationship between teachers’ educational beliefs and their creative thinking tendencies, and to determine the extent to which educational beliefs predict creative thinking. The study was designed using a correlational survey model and conducted with data collected from 404 teachers working at different school levels and subject areas during the 2023–2024 academic year. During the data collection process, the Educational Beliefs Scale and the Marmara Creative Thinking Dispositions Scale were used; descriptive statistics, Pearson correlation, and multiple linear regression techniques were applied in the analyses. The findings revealed that teachers highly adopted contemporary educational approaches such as progressivism, existentialism, and reconstructionism, and that their creative thinking tendencies were generally high. Moderate positive relationships were found between educational beliefs and creative thinking, and the level at which teachers worked was identified as a significant differentiating variable. Regression analysis showed that educational beliefs explained approximately 35% of the variance in creative thinking tendencies. Overall, the results suggest that teachers’ student-centered and contemporary philosophical orientations function as a cognitive–pedagogical framework that supports creative thinking, highlighting the theoretical importance of educational beliefs in understanding creativity in teaching and offering implications for teacher training and instructional practice.

Keywords

• Educational beliefs
• Creative thinking tendencies
• Teachers
• Educational philosophy

Ethical Statement

This study was approved by the Scientific Research and Publication Ethics Committee of Afyon Kocatepe University, Social and Human Sciences Division, under the decision dated 20.12.2023 and numbered 2023/374.

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