Teacher Personality in Creative School Environments

Abstract

Designed to investigate selected aspects of teacher personality in differing high school environments, this study examined the hypothesis that in high creative secondary schools, as compared with traditional schools, teachers would be less stereopathic (that is, less authoritarian) and more rational. The Inventory of Beliefs, a measure of stereopathy, was administered to teachers in schools classified by type of climate. The findings indicated that teachers in high creative schools tended to be less stereopathic, but not less rational. This would suggest that high creative school teachers are more adaptive, flexible, outgoing, permissive, and nurturant-factors considered important in fostering creativity. Where the objective of a school includes the development of creativity, this study suggests implications for staffing.