The Mechanisms Of Primary And Secondary Teachers’ Classroom Leadership Styles On Students’ Creative Problem Solving

In today’s educational reform, the state proposed to promote quality education, to improve the quality of education, cultivating students’ innovative spirit. In education, constantly updating educational philosophy of the school, improving the way teachers teach, more effectively developing their creative education have become important parts of the study. Teachers are important teaching practitioners and participants in school activities. Their leadership behaviors in the classroom affect students’ emotion, learning attitudes and behavior. Therefore, this study comprehensively adopted questionnaire method and experimental method to explore how the primary and secondary teachers’ classroom leadership styles influence on student’s creative problem solving. To achieve this goal, this study was composed of following researches:Study 1a researched the relationship between the classroom leadership behaviors which students perceived and students’ creative problem solving.297 primary and middle school students participated in this study. The result shows that in the fifth grade students, the relationship between democratic classroom leadership behaviors and two types of creative problems was significant. And they have a significant positive prediction function to creative tasks. Laissez-faire leadership behaviors have significant negative correlation of the accuracy of RAT. In middle school students, laissez-faire leadership behaviors have negative correlation with the accuracy of RAT. And they have negative prediction, reaching the edge significantly. In high school students, three types of classroom leadership behaviors are not significantly associated with the two types of creative tasks. Laissez-faire leadership behaviors have significant negative prediction to the accuracy of puzzles.Based on study la, study 1b investigated the problem solving of 163 students who are from three teachers’classroom leadership styles. The result shows that, in puzzles, teachers’classroom leadership styles have significant effect on students’creative problem solving. However, in RAT, styles have not significant effect on students’creative problem solving.Based on the results of study 1 and related theories, using the method of single factor between subjects experimental design, by starting the way, teachers asked students to recall democratic or authoritarian leadership behaviors in class to test their creative problem solving, and examine the of tendency motivation, avoid motivation and academic emotions. The results show that tendency motivation and positive-high academic emotions have mediation effects among classroom leadership styles and students’ creative problem solving.Combined with the results of this study, improving primary and secondary school teachers’ classroom leadership behaviors in practice have important theoretical and practical significance on education reform and students’ innovative ability. While teachers should stimulate student motivation and positive-high academic emotions to improve their creative.