Attitudes Toward Creativity Among Saudi EFL Teachers
General Material Designation
[Thesis]
First Statement of Responsibility
Aldujayn, Norah Nasser
Subsequent Statement of Responsibility
Templin, Mark
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
The University of Toledo
Date of Publication, Distribution, etc.
2019
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
102
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
The University of Toledo
Text preceding or following the note
2019
SUMMARY OR ABSTRACT
Text of Note
Creativity is considered an important skill that should be promoted throughout the educational system. However, teachers of English as a foreign language (EFL) in high schools in the Kingdom of Saudi Arabia (KSA) generally do not appear to use creative approaches for reasons that are not well understood,. Understanding EFL teachers' attitudes about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to promote creativity in classrooms. Using a validated survey instrument adapted from Alqahtani (2016), the researcher collected attitudes toward creativity among 85 female Saudi EFL teachers. The study found that the participating teachers tended to hold process-oriented definitions of creativity, had positive attitudes towards creativity, and viewed themselves as using creative methods. However, they lacked certainty about the definition of creativity and were not confident in their application of creative methods. The implications of these findings in light of the research are discussed in greater detail.