The Relationship Among The School Creative Organizational Climate, Teachers' Creative Motivation And Teachers' Creativity

The creativity researchers of individual orientation believe that the inherent characteristics of the individual (as motivation) are the power sources of creativity. Social psychology researchers believe that the social environmental factors are the fundamental driver on the selection of individual creative activity. Psychological studies have suggested that the creative characteristic of the individual is of relative stability, but the environmental factors to inspire creativity are more prone to change. So discussing the influence of environmental factors on creativity and the mechanism of it will help us inspire creativity in real life, raising the level of individual creativity. For teachers, the creative organizational climate of school will affect the exertion of their creativity as well as their individual characteristics. So how does the creative organizational climate of school and the creative motivation play on creativity? The mechanism of it will be discussed in this thesis.First, the studies about the impact mechanism on teachers'creativity were discussed and the existing problems and deficiencies in this field were analyzed. Then the thesis presented the issues that would be checked. 1459 junior high school teachers had been selected to do the questionnaire survey. The main methods used in this research were ANOVA, HLM, correlation analysis and SEM. In this thesis, the relations among the teachers'creativity, teachers'creative motivation and the creative organizational climate of school would be discussed.The main conclusions are as follows:1 The five dimensions of teachers'creativity were significantly different. Research showed that junior high school teachers'ability to use the information technology was worst, while the ability of flexible teaching performed highest. The analysis of variance results showed that teachers in different kinds of schools performed different creativity. The teachers in country had lower creativity. In the dimensions of the forward-looking ability, knowledge innovative capability, flexible teaching ability, and multiple evaluation ability, teachers in Shandong performed better than teachers in Hebei. The teachers who had taught long scored higher on flexible teaching abilities and knowledge innovative capability than others. In the knowledge innovation, information technology, flexible learning, and other dimensions, college-level education teachers scored significantly higher than tertiary level education teachers, and the difference was significant.2 Research showed that overall the school creative organizational climate was of middle-level, in which the team operation and the action of leadership were perceived most strongly by teachers. Through analysis of variance, the school creative organizational climate was affected greatly by regions. The backward region had significantly lower creative organizational climate. In addition, the years of teaching and the education didn't affect the perception of teachers on the school creative organizational climate. While the differences were mainly embodied in different grades of teachers. The perception of senior grade teachers was significantly lower than low grade teachers.3 Teachers particularly preferred seeking challenges. And the teachers who had rich and skilled teaching experience were more inclined to seek new challenges. The findings of extrinsic motivation revealed that teachers preferred to seek recognition and feedback from others, disliked competition or as a reward to measure their creative activities. In addition, analysis of variance found that men liked to compete than women and the teachers from rich areas asked for higher pay than poor areas.4 At the level of individual, teachers'intrinsic motivation had complete mediator effect between the school creative organizational climate and teachers'creativity. Teachers'synergic extrinsic motivation had partly mediator effect between the school creative organizational climate and teachers'creativity. But the non-synergic extrinsic motivation was bad for the performance of creativity, so it didn't have the mediator effect. Teachers'synergic extrinsic motivation could change into intrinsic motivation and accelerate the exertion of creativity, while the non-synergic extrinsic motivation would weaken intrinsic motivation and block the exertion of creativity.5 At the school level, internal motivation positively predicted teachers'creativity. But the non-synergic extrinsic motivation negatively predicted the teachers'flexible teaching ability. The overall school creative organizational climate enhanced the relationship between the intrinsic motivation and the teachers'creativity.