Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences

ABSTRACT

Teacher–student connection is influenced by several factors and one possible factor is teachers’ creative - thinking preferences (CTP). The present study investigated the extent to which teachers’ CTP predicts their view of favorable student characteristics. Teachers’ CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed the FourSight measure and the Torrance Ideal Child Checklist. This checklist of 66 adjectives asks the respondent to identify qualities that should be encouraged or discouraged in their students. Results showed that teachers have a tendency to support characteristics associated with their own preference. Specifically, teachers with a stronger Ideator preference showed a clear tendency to encourage ideating qualities among students over Developer and Implementer characteristics. In sharp contrast, teachers with higher Clarifier preferences did not favor ideating qualities. The results reveal an implicit bias on the part of teachers to promote qualities that align most with their own creative-thinking preferences. These findings underscore the importance of teacher training that promotes awareness of this creative thinking preference.

KEYWORDS:

• Creative - thinking preferences
• teacher bias
• FourSight
• Torrance Ideal Child Checklist

Acknowledgement

As noted in the Introduction, Dr. Gerard Puccio, who is one of the co-authors originated the FourSight theory and measure.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Serap Gurak-Ozdemir

Serap Gurak-Ozdemir is a creativity researcher. She iscurrently a Ph.D. student in child development program at AnkaraUniversity, Turkey. She is passionate about creativity in education,and her vision is to spread creativity in education all around theworld. She completed her BS in Science and Technology Teachingat Dokuz Eylul University, Turkey. She earned an MS in CreativeStudies from International Center for Studies in Creativity at SUNYBuffalo State.

Selcuk Acar

Selcuk Acar is an associate professor and thecoordinator of leadership minor program at the International Centerfor Studies in Creativity, SUNY Buffalo State. He earned his Ph.D.in Educational Psychology from the University of Georgia. He wasawarded an Honorary Lifetime Membership of American CreativityAssociation (ACA). He is also a recipient of Doctoral LevelCompleted Research Award and Dissertation Award both grantedby National Association for Gifted Children (NAGC). His researchcenters on divergent thinking, development of innovative methodsof creativity assessment, and creative leadership.

Gerard Puccio

Gerard Puccio the Department Chair and Professor at the International Centerfor Studies in Creativity, SUNY - Buffalo State. As a creativityscholar he has written more than 60 articles, chapters and books. In recognition of his outstanding work as a scholar, Dr. Puccioreceived the State University of New York Chancellor's RecognitionAward for Research Excellence, as well as the President's Medalfor Scholarship and Creativity. Dr. Puccio earned his Ph.D. at theUniversity of Manchester.

Cory Wright

Cory Wright is a New York State certifiedSchool Leader, Educator and Senior Consultant with ZiDEASCreativity and Innovation Group. He earned his Master of Sciencedegree in Creativity and Innovation from the International Center forStudies in Creativity, Buffalo State College. His work and researchcenters around creativity development in K12 Education.