Some creative thoughts require time to be molded into an idea. Peer feedback can also be useful and help students recognize the value of their creativity, too. Such differences show either over-reporting by the faculty on their own creativity fostering behaviour or under-reporting by the students on their teachers, or both. Since CFTIndex is a social measure and social measures tend to be more fallible, reporting reliabilities also serve the purpose of cautioning other researchers not to over-trust a set of research outcomes but to take due caution against over-interpretation which may lead to misinformation and wrong decision. Of the respondents, 14% aged 3140years, 27% aged 4150years and 59% aged 51 or more years. To establish the concurrent validity of the CFTIndex, 16 adjectives were selected from Dominos (Citation1970) 59-item Creative Adjective Scale through several rounds of factor analysis. In practice, that usually means two things: serving as a role model for students, and finding ways to stimulate their creative thinking processes. The present article is an effort to summarize and highlight information pertaining to the CFTIndex and put them in a form for ready referencing by future researchers. Each manuscript is double blind reviewed by members of the standing review board and/or guest reviewers. For each of the nine principles, five statements of teacher behaviour in the classroom context were written to depict those teacher behaviours consistent with each principle. Researchers may have different research environments which require them to modify; for instance, they may use a five-point scale or report average item score as subscale score as has been done in some studies annotated above. As shown in Table 13, Integration, Motivation and Opportunities have the highest means. Since teachers play a crucial role in developing student creativity, we focused on predictors of teachers' willingness to foster creativity in a classroom. After an extensive review of the pertinent literature, Cropley (Citation1997) in a paper Fostering Creativity in the Classroom: General Principles listed nine conditions necessary for teachers to foster student creativity as follows: Independence: Encouraging students to learn independently; Integration: Having a co-operative, socially integrative style of teaching; Motivation: Motivating students to master factual knowledge, so that they have a solid base for divergent thinking; Judgement: Delaying judging students ideas until they have been thoroughly worked out and clearly formulated; Flexibility: Encouraging flexible thinking; Evaluation: Promoting self-evaluation in students; Question: Taking students suggestions and questions seriously; Opportunities: Offering students opportunities to work with a wide variety of materials and under many different conditions; and. Comparisons with the original version, the subscale and whole scale means show little difference, perhaps with the exception of Independence, Flexibility, Question and Frustration for which the replication groups scored slightly higher. Table 9 below was reconstructed from the text which reports that These results were similar to the construct validity results of the original scale developed by Soh (Citation2000) (p. 321). Involved in the study were 31 secondary school teachers 97% of whom were university degree holders teaching language. The reliabilities are generally high, varying from =.62 (Motivation) to =.85, with a median of =.77. (PDF) Fostering creativity in education - ResearchGate The 30 lecturers completed the original English version first and then the Turkish version one week later. New researchers have the same opportunity to publish in the Journal as a veteran researcher. Creativity is a critical life skill, and teachers can help their students to build it in the classroom and carry those lessons moving forward throughout their lives and careers. Factor analysis with Varimax rotation was run on the set of five items for each subscale separately with the intention that each set of items forms a subscale to measure the construct (i.e.