The relationship between openness to experiences and the potential for creativity among children in the Arab society in the Northern District (Published)
The recent study examined the relationship between openness to new experiences and creativity potential within Arab kindergarten children from the northern part of Israel, according to age, gender, parent’s education and family income. (51) kindergarten children were chosen for this research and their teachers fulfilled for them a demographic questionnaire by meeting children individually, and an openness-to-new-experiences questionnaire, along with a restraint EPoC- test.Findings show that there is a positive correlation between the level of openness to new experiences and the level of creativity potential among the children. This finding correlates with previous researches showing that a high level of openness leads to a high level of creativity. Secondly, no differences were found according to gender, except for the divergent thinking, which was in favor of boys. In addition, differences were found according to age, in favor of 6 years old children. These findings correlate with previous researches showing that there is an accumulation of experiences due to the “cognitive maturity theory.” Finally, no differences were found according to parent’s education and family income, apparently because of the small, heterogenic research population.It is recommended that experts in the ministry of education will establish workshops focusing on the development of openness to new experiences and creativity potential skills among kindergarten teachers, so that they will be able to measure creativity potential according to the restraint test, and will better evaluate kindergarten children’s creativity potential.
This is an ex-post facto design study used; to determine teachers’ personality on school phobia among primary school pupils in Bayelsa State, Nigeria. . Two research questions and three hypotheses guided this study The population of the study consisted of 2971 primary six school pupils and 537 primary school teachers in Bayelsa State. A sample of 749 pupils and 81 teachers participated in the study. Proportionate sampling, purposive and simple random sampling techniques were used to draw the sample size. Two instruments titled: Teacher Personality Traits Scale (TPTS) and Pupils School Phobia Questionnaire (PSPQ)) were used for data collection. The reliability indices of the instruments were established using Cronbach Alpha with coefficients of 0.83 for TPTS and test retest coefficient of 0.86 for PSPS respectively. Mean (x) and Standard Deviation (SD), while One-Way Analysis of variance (ANOVA) and Two Way Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 alpha level. Results got revealed that the highest school phobia was experienced by pupils of teachers with personality traits of extraversion.. Based on the findings, it was recommended among others that employers of teachers should ensure adequacy of this personality characteristics in their would be teachers before they are employed.