The Relationship between Novice and Experienced EFL Teachers’ Perfectionism and Creativity
Abstract
This study sought to investigate whether there is any significant relationship between novice and experienced EFL teachers’ perfectionism and creativity. Accordingly, 60 novice EFL teachers (15 male and 45 female) with less than three years of teaching experience, and 60 experienced teachers (29 male and 31 female) with more than five years of experience, participated in this study. All 120 participants were aged 20-50, either graduates or undergraduates of EFL related fields, who were selected through nonrandom convenience sampling. The two questionnaires of Multidimensional Perfectionism Scale (MPS) and Abedi-Schumacher Creativity Test (ACT) were administered. The results indicated that both novice and experienced EFL teachers’ perfectionism was a significant predictor of their creativity. This study supports the notion that teacher education centers may invest upon promoting teachers’ perfectionism in order to promote their creativity.
Keywords
Full Text:
PDFReferences
Abedi, J. (2002). A latent-variable modeling approach to assessing reliability and validity of a creativity instrument. Creativity Research Journal, 14, 267- 275
Aldea, M. A., & Rice, K. G. (2006). The role of emotional dysregulation in perfectionism and psychological distress. Journal of Counseling Psychology, 53(4), 498-517.
Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147.
Auzmendi, E., Villa, A., & Abedi, J. (1996). Reliability and validity of a newly constructed multiple-choice creativity instrument. Creativity Research Journal, 9(1), 89-95.
Baker, M., Rudd, R., & Pomeroy, C. (2001). Relationships between critical and creative thinking. Journal of Southern Agricultural Education, 51(1), 173–188.
Bell, J. Stanley, N. Mallon, S., & Manthrope, J. (2010). The role of perfectionism in students’ suicide: Three case studies from the UK. Omega Journal, 61(3), 251-267.
Bieling, P. J., Israeli, A., Smith, J., & Antony, M. M. (2003). Making the grade: The behavioural consequences of perfectionism in the classroom. Personality and Individual Differences, 35(1), 163-178.
Bivona, K. (2002). Teacher morale: The impact of teaching experience, workplace conditions, and workload. Retrieved from ERIC Database.
Blaskova, M. (2014). Influencing academic motivation, responsibility and creativity. Procedia-Social and Behavioral Sciences, 159(1), 415-425.
Clauss-Ehlers, C. S. (Ed.). (2010). Encyclopedia of cross-cultural school psychology. Springer Science & Business Media.
Cooper, Z., Cooper, P. J., & Fairburn, C. G. (1985). The specificity of the eating disorder inventory. British Journal of Clinical Psychology, 24(2), 129-130.
Corbett, D., & Wilson, B. (2002). What urban students say about good teaching? Educational Leadership, 60(1), 18-23.
Cremin, T. (2009). Creative teachers and creative teaching. Creativity in Primary Education, 11(1), 36-46.
Cropley, A. J. (1992). More ways than one: Fostering creativity. Ablex Publishing.
Cropley, A. J. (2000). Defining and measuring creativity: Are creativity tests worth using?. Roeper Review, 23(2), 72-79.
Cropley, A. J. (2001). Creativity in education & learning: A guide for teachers and educators. Psychology Press.
Cropley, A.J (2003). Creativity in education & Learning. Bodmin, Cornwall: Routledge Falmer.
Da Costa, S., Páez, D., Sánchez, F., Garaigordobil, M., & Gondim, S. (2015). Personal factors of creativity: A second order meta-analysis. Revista de Psicología del Trabajo y de las Organizaciones, 31(3), 165-173.
Daemi, H., & Moghimi, F. (2004). Normalization of creativity test. Cognitive Sciences News, 3(4), 11-23.
Dunkley, D. M., & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structural equation modeling approach. Cognitive Therapy and Research, 24(6), 713-730.
Enns, M. W., & Cox, B. J. (2002). Nature and assessment of perfectionism. In G. L. Flett & P.L. Hewitt (Eds.), Perfectionism: Theory, research and treatment (pp. 33−62). Washington, DC: American Psychological Association.
Farrell, T. S. C. (2009). The novice teacher experience. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 182– 189). Cambridge, England: Cambridge University Press
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of teacher education, 52(1), 17-30.
Flett, G. L., & Hewitt, P. L. (2002). Perfectionism: Theory, research, and treatment. Washington, DC: American Psychological Association.
Fottland, H. (2004). Memories of a fledgling teacher: a beginning teacher's autobiography. Teachers and Teaching, 10(6), 639-662.
Friedel, C., & Rudd, R. (2005). Creative thinking and learning styles in undergraduate agriculture students. Proceedings of the American Association of Agricultural Education Research Conference, 199–211.
Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14, 119- 126.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
Fuller, F. F. (1969). Concerns of teachers: A developmental characterization. American Educational Research Journal, 6, 207–226.
Gallucci, N. T., Middleton, G., & Kline, A. (2000). Perfectionism and creative strivings. The Journal of Creative Behavior, 34(2), 135-141.
Gatbonton, E. (2008). Looking beyond teachers' classroom behaviour: Novice and experienced ESL teachers' pedagogical knowledge. Language Teaching Research, 12(2), 161-182.
Hewitt, P. & Flett, G. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60(3), 456-470.
Hewitt, P. L., Mittelstaedt, W. M., & Flett, G. L. (1990). Self-oriented perfectionism and generalized performance importance in depression. Individual Psychology, 46(1), 67.
Hewitt, P. L., Mittelstaedt, W., & Wollert, R. (1989). Validation of a measure of perfectionism. Journal of Personality Assessment, 53(1), 133-144.
Hollender, M. H. (1965). Perfectionism. Comprehensive Psychiatry, 6(1), 94-103.
Jackson, P.W. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
Khany, R., & Malekzadeh, P. (2015). Associations among EFL teachers' professional identity, professional vitality, and creativity. This Journal is indexed in ISC and SID, 9(2), 37-74.
Lapeniene, D., & Dumciene, A. (2014). Teachers’ creativity: Different approaches and similar results. Procedia-Social and Behavioral Sciences, 116, 279-284.
Marashi, H., & Dadari, L. (2012). The impact of using task-based writing on EFL learners’ writing performance and creativity. Theory and Practice in Language Studies, 2(12), 2500-2507
Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database
Maslow, A. H. (1962). Towards a psychology of being. Princeton: D. Van Nostrand Company.
McCormack, A., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31(2), 125-138.
Miller, A. L., Lambert, A. D., & Speirs Neumeister, K. L. (2012). Parenting style, perfectionism, and creativity in high-ability and high-achieving young adults. Journal for the Education of the Gifted, 35(4), 344-365.
Murdock, M., Isaksen, S. G., Vosburg, S. K., & Lugo, D. A. (1993). The progress and potential of an emerging discipline. Understanding and recognizing creativity: The emergence of a discipline, 105-140.
Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of experimental education, 72(2), 69-92.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
Nosratinia, M., & Zaker, A. (2013). Boosting autonomous foreign language learning: Scrutinizing the role of creativity, critical thinking, and vocabulary learning strategies. International Journal of Applied Linguistics & English Literature, 4(4), 86-97.
O’Neil, H. F., Abedi, J., & Spielberger, C. D. (1994). The measurement and teaching of creativity. Motivation: Theory and research
Orgoványi-Gajdos, J. (2015). Expert and novice teachers’ approaches to problematic pedagogical classroom situations. In Proceedings of Intcess15: 2nd International Conference on Education and Social Sciences (pp. 591-600).
Peat, F. D. (1989). Creativity and education. Retrieved January 12, 2019, from http://www.fdavidpeat.com/bibliography/essays/dempsey.htm
Puccio, G. J., & González, D. W. (2004). Nurturing creative thinking: Western approaches and Eastern issues. Creativity: When East Meets West, 393-428.
Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. The Australian Educational Researcher, 31(2), 45-62.
Richards, J. C., Li, B., & Tang, A. (1998). Exploring pedagogical reasoning skills. In J. C. Richards (Ed.), Beyond training: Perspectives on language teacher education (pp. 86-102). New York: Cambridge University Press.
Sarsani, M. R. (2005). Creativity: definition and approaches. In M. R. Sarsani (Ed.). Creativity in Education (pp. 107). New Delhi: Sarup & Sons.
Slade, P. D., & Owens, R. G. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior Modification, 22(3), 372-390.
Soodmand Afshar, H., & Hamzavi, R. (2017). An investigation into the characteristics of Iranian EFL teachers of senior secondary schools and language institutes. Iranian Journal of Language Teaching Research, 5(1), 21-36.
Stanulis, R. N., Fallona, C. A., & Pearson, C. A. (2002). Am I doing what I am supposed to be doing?: Mentoring novice teachers through the uncertainties and challenges of their first year of teaching. Mentoring and Tutoring, 10(1), 71-81.
Starko, A. (2005). Creativity in the classroom: Schools of curious delight. Lawrence Erlbaum Associates, New Jersey.
Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10(4), 295-319.
Stoeber, J., Uphill, M. A., & Hotham, S. (2009). Predicting race performance in triathlon: The role of perfectionism, achievement goals, and personal goal setting. Journal of Sport and Exercise Psychology, 31(2), 211-245.
Sun, L. Y., Zhang, Z., Qi, J., & Chen, Z. X. (2012). Empowerment and creativity: A cross-level investigation. The Leadership Quarterly, 23(1), 55-65.
Tsui, A. B. (2003). Understanding expertise in teaching: Case studies of ESL teachers. New York: Cambridge University Press.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44.
Wigert, B., Reiter-Palmon, R., Kaufman, J. C., & Silvia, P. J. (2012). Perfectionism: The good, the bad, and the creative. Journal of research in personality, 46(6), 775-779.
Zenasni, F., & Lubart, T. (2002). Effects of mood states on creativity. Current psychology letters, (8), 33-50.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Journal of Applied Linguistics and Language Research