IMPROVING SCHOOL CLIMATE THROUGH THE TEACHERS’AND STUDENTS’ CREATIVITY

• Main Author: Mariana MORARU
• Format: Article
• Language: English
• Published: National Centre for Policy and Evaluation in Education 2019-12-01
• Series: Revista de Pedagogie
• Subjects: creativity; school climate; student’s creativity; school climate improvements; teachers’s creativity
• Online Access: http://revped.ise.ro/wp-content/uploads/2019/12/REVPED_2019_2_8.pdf

The main focus of this article is to highlight the role of creativity in improving school climate. Both, school climate and creativity are two concepts with a large history of research but also with many definitions and explanations. Researches on creativity (Sadler-Smith, 2015; Wallas, 1926) present some phases of the process of creation that help us understand it better. Graham Wallas in Art of Thought (1926) introduces a four-stage model of the creative process including preparation, incubation, illumination and verification and other researchers on the subject developed these ideas. These phases identified by the researchers are developed in the present paper to give readers a clearer image about the concept of creativity. After explaining what creativity means, based on what researchers argue, we will emphasize the importance of both teachers’ and students’ creativity in enhancing the school climate. In a world in which students have a lot of distracters at each corner, teachers must help them to be an active part of the process of teaching and learning. By developing a good relationship with students, by asking them about what they like and guiding them wisely through the process of education, teachers can have more success in achieving their educational goals. The students’ creativity deserves to be valued in schools and can be an essential part of improving the school climate.