Mapping the factors influencing creative teaching in mainland China: An exploratory study

Abstract

This study aims to explore teachers’ perceptions of and receptivity to creative teaching from the perspective of educational change. This study also discusses the influence of teachers’ perceptions of their own creativity based on self-reviews and their perceived expectations of colleagues and students, doing so from an organisational management perspective. A questionnaire was administered to 621 primary school teachers in China. The results showed that substantial support for teachers within the school setting was lacking, although there was considerable consensus that creativity could be achieved inside school. Significant differences were found between teachers from urban, suburban and rural schools in terms of their behavioural intention to implement creative teaching. Through multi-group structural equation modelling, teacher-perceived practicality and teachers’ creative behaviour were found to be significantly related to teachers’ behavioural intention to engage in creative teaching for all of the participants. The expectation from colleagues and students significantly influence teacher creative self-efficacy in a different way. In predicting behavioural intentions for creative teaching, the expectations of students were significant for urban teachers, while school support was a vital factor for suburban and rural teachers. This study has implications for the promotion of creative teaching in schools.