Contemporary Research on Organization Management and Administration
Vol. 2020, 8 (2)
ISSN (online) 2335-7959
Pages: 107-119

Inga Bertašienė, Mykolas Romeris University and Vilniaus kolegija/University of Applied Sciences, Lithuania

Status: Published
Full paper link: CROMA_2020_8_2_107-119.pdf

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The purpose of the present study was to reveal of future teachers' (studying at Vilniaus kolegija/University of Applied Sciences) perception of their creativity.

The design, methodology, and approach. The present study was aimed at disclosing students’ self-perceptions of their personal creativity manifesting itself in different domains, including self/everyday, scholarly, performance, mechanical/scientific, and artistic domain in relation with their personality qualities, including neuroticism, extraversion, conscientiousness, agreeableness, and openness. The investigation was conducted with the participation of 88 students of Pedagogy at Vilniaus kolegija/University of Applied Sciences. The distribution of respondents according to their study programs was: 48 students of Early Childhood Pedagogy, 25 students of Pedagogy of Primary Education, and 15 students of Social Pedagogy. The distribution of respondents according to their gender was: 7 male and 81 female students. The sample was formed according to availability sampling, one of non-probability selection methods. The average age of respondents was 30 years. To achieve the aim, the quantitative methodology was used. The theoretical framework of the present investigation was based on the investment theory of creativity, its central assumption being that creativity can be taught and learnt and that creativity-supportive environments play a significant role in the process, as well as on Kaufman’s typology of personality traits and the domains in which creativity manifests itself.

The findings. The research data were analyzed with the help of the SPSS package (Version 23). In order to ensure the reliability of the research instrument, each group of questions regarding the domains, in which creativity manifests itself, underwent the Cronbach Alpha coefficient calculations, the meanings of which demonstrated a high level of homogeneity of the questionnaire: the meaning of Cronbach Alpha coefficient in the group of questions for Self/Everyday activity was found 0.757; for Scholarly – 0.875; for Performance (encompassing writing and music) – 0.864; for Mechanical/Scientific – 0.739; and for Artistic – 0.835. The overall Cronbach Alpha coefficient is 0.833. The findings of the survey demonstrated that the personal quality of openness was statistically significant for all the domains of creativity, and that it was least statistically significant for agreeableness. The findings of the investigation revealed that the students of the programs of Early Childhood Pedagogy, Pedagogy of Primary Education and Social Pedagogy shared very similar personality traits. Only the meanings of openness displayed statistically significant differences. Thus, the assumption could be made that more creative students tended to demonstrate more openness in comparison to less creative students. Likewise, the meanings of agreeableness did not show any significant relationship with creativity either. The meanings of conscientiousness in our investigation did not have much in common with creativity. relationship between conscientiousness and creativity was rather weak. There was no statistically significant relationship found between creativity and neuroticism either.

Research limitations and implications. This study was designed to investigate students' personal components of creativity. Personality characteristics are one of the most important factors influencing creativity. However, there is no common view on what distinguishes a creative personality. Most authors point to different traits of a creative personality. Since scholars from different fields (Amabile (1996), Sternberg & Lubart (1996), Wolfradt & Pretz (2001), Csikszentmihalyi (2006), Sternberg (2006), Robinson (2011), Kaufman (2012), Karkockienė (2010, 2013), Urban (2014), Barevičiūtė (2014), Rakauskaitė (2014), Byrge & Hansen (2015), Rimkutė-Jankuvienė (2016), Burkšaitienė (2018), Kaufman (2019), etc.) addressed these issues, there developed different tendencies in this area of research, and different instruments of measuring creativity were applied, either with the focus on creativity in relation to individual’s general capability and thinking, or in relation to the very process and outcomes of creative output, etc.

Practical implications point to the possibility that the results of this study could be used as a base for further research in the area.

Originality and value of the study. The scientific literature points out different traits of a creative personality, and an emphasis is generally laid on negative factors that hinder personal creativity, namely, lack of conscious selfperceptions of one ‘s creative capacity, insufficient self-esteem, and attitudes diminishing the value of creativity that are often provoked by outsiders’ skeptical opinions or continuously displayed criticism. Thus, it is important to identify and promote those personal qualities that can lead to the manifestations of creativity so that specifically targeted programs and methods aimed at encouraging creativity could be put to good use. The study Self-Perceptions of Creativity of Future Teachers Studying at Vilniaus kolegija/University of Applied Sciences was conducted while relying on the social and personal attitude research where the focus is on revealing the factors of personal, motivational, and socioculturalenvironmental manifestations that significantly influence manifestations of creativity.

Keywords: creativity, research of creativity, self-perceptions of creativity, future teachers.

Research type: research paper.

JEL classification: I23, I29.

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