| Abstract [eng] |
In this study, we assessed teachers' creativity and hypothesised that it manifests itself through creative methods in the classroom. We then measured teachers' creativity and the quantity and intensity of creative teaching methods used in the classroom to students' academic achievement. The results showed that creativity can be separated into two factors - verbal and non-verbal. Also, teachers of Lithuanian language had higher verbal creativity than mathematics teachers. Verbal creativity was associated with higher academic achievement (r = 0.48, p < 0.01), while non-verbal creativity was not associated with academic achievement. Teachers of Lithuanian language and mathematics used creative methods similarly in their lessons, but in mathematics both the quantity (r = - 0.59, p = 0.01) and intensity (r = -0.52, p = 0.05) of the methods used in the lessons were associated with students' lower academic achievement. In addition, a hierarchical regression was performed and, controlling for teachers' overall creativity, the quantity of creative methods used in mathematics lessons predicted lower student academic achievement (β = - 0.6, p = 0.03). |
