The development of indicators for creativity education and a questionnaire to evaluate its delivery and practice

Hsu Chan Kuo, Pamela Burnard, Ros McLellan, Ying Yao Cheng, Jing Jyi Wu

研究成果: Article

9 引文 斯高帕斯(Scopus)


This research aimed to develop a set of indicators for creativity education and a questionnaire to evaluate its delivery in Taiwan. Four research methods were systematically combined to develop the indicators and the questionnaire, including interviews, document analysis, onsite visits, and a survey. The indicator-informed questionnaire was then administered to a total of 1015 school administrators and teachers in Taiwan's primary and secondary schools (pre-test N = 397 and post-test N = 658). The results from confirmatory factor analysis (CFA) and Structure Equation Modeling (SEM) revealed that the questionnaire had very good measurement properties with five interrelated latent variables, including creative teachers, creative students, creative campus, interdisciplinary practice, and creative database. The questionnaire's reliability was calculated at a Cronbach's alpha of 0.97, and the five subscales’ Cronbach alpha scores ranged from 0.82 to 0.95. Evidence revealed that the practice of creativity education program in Taiwan was very effective. Overall, among the five subscales, the creative student subscale had highest ratings (most helpful), whereas interdisciplinary practice subscale had the lowest ratings (least helpful). The questionnaire has great potential to be utilized in government, educational institutions, and other sectors as a reference tool to evaluate the delivery and practice of creativity education.

頁(從 - 到)186-198
期刊Thinking Skills and Creativity
出版狀態Published - 2017 六月 1


All Science Journal Classification (ASJC) codes

  • Education