An Analysis of the Creativity Fostering Behaviors of Secondary School Mathematics Teachers Working at Two Different Institutions

Abstract: In today’s age, individuals are regarded as those who search, question, criticize and think creatively. It is a must for such talents to be unearthed and developed to raise well-educated individuals. Therefore, teachers become the core figures in the learning and teaching environment. In studies conducted on the related topic, teachers’ supportive behaviors have been noted to be significant for the development of creative thinking skills. The aim of the study is to determine creativity fostering indexes of secondary school mathematics teachers working at state and private schools and to identify the differences between them. Being a descriptive study, the research has a relational survey model. The research group of the study consists of 370 secondary school mathematics teachers working at state and private schools located within Turkey. This research has employed the “Creativity Fostering Teacher Index Scale”. The research data have been analyzed through quantitative data analysis methods. Teachers working at private schools have been noted to be highly creative regarding the dimensions of flexibility, evaluation, question, opportunity and frustration, while those working at state schools have the medium level of creativity fostering behaviors. No significant difference has been identified between mathematics teachers working at private and state schools concerning the dimensions of independence and integration. Moreover, the greatest difference between the averages has been identified across question and opportunities dimensions