1.1 Background of the study
The practice of thinking clearly and logically while developing some clear and independent inferences is known as creative thinking. It entails a high level of erroneous reasoning that results in abilities that are transferable through different educational disciplines (Barnes, 2005). It is the study of logical links between concepts that leads to the identification of constructions and assessment analysis. It is outside-the-box analysis that identifies contradictions and basic logical mistakes when generating a formal problem-solving process (Edumark,2012). Argumentative reasoning and creative thinking are two different things. It's more of a method or skill to uncover hidden truths while exposing erroneous assumptions and reasoning. It's also important in collaborative thinking and productive activities. This presupposes that rational reasoning will aid in the acquisition of understanding, the organization of values, and the strengthening of reasoned arguments. It is the formation of cognitive and meta cognitive consensus, as well as the pursuit of logical text structure and hypothesis testing (Caroll, 2005).
The importance of creative thinking in the modern information economy cannot be overstated; it has the ability to handle quick and effective change.
This is due to its flexibility, which is needed by the new knowledge economy to suit the growing need for intellectual abilities and the ability to analyze and integrate multiple sources of information in order to solve issues (Halpern,2006).
The cognitive capacity to impart meaning to disparate notions is referred to as creative thinking, and it empowers individuals to engage in meaningful communication with others (Brady, 2008).
Modelling, direct coaching, group learning, and lesson learning are some of the methods that can render the teaching of innovative thought possible in classrooms. Others like posing questions to students in order to encourage analytical thought. Creating interest and inquisitiveness in pupils about their surroundings, as well as seeking feedback on their performance, would help them develop creative thinking skills (Pitherand Soden, 2000). It may be taught in the school since it is a learning centre. The basic or elementary school, which is considered the cornerstone of learning, might begin to develop programs to promote creative thinking. The youngster is taught how to think properly and reflectively at this early time. Simple items such as a child's pen, pencil, and school shoes may be used to show the child how to think about other applications for these materials and how to maintain them clean and stable (Igala, 2012). It takes time to teach innovative thought in education. This is because the degree of cognitive growth in students determines the level of its effectiveness. In reality, it seems that social contact and group work relationships among students in educational environments improve the quality of creative thinking (Plan, 2010). Teachers' competency may therefore be described in terms of their ability to give high-quality lessons that lead to students' deep and thoughtful thinking.
1.2 STATEMENT OF THE PROBLEM
Employee creativity has benefited jobs that depend on people skills and emotional intelligence greatly over the last decade. This was also seen in positions that demanded creativity and inventiveness. Creativity, according to the experts, is critical, particularly now, since existing employment are fast changing due to the advancement of information technology that complements globalization. Also the education career would not be immune to global trends, and as a result, teachers are currently forced to think creatively. Teachers' capacity to learn and teach in a manner that sparks interest in the classroom may be enhanced via creative thinking. The rapid changes that are occurring in the world now correspond to Young's (1985) definition of creativity, which claims that creativity is "breaking away from old ways" and "skills that provide something fresh and important to people to achieve new things." Creativity is and will be demanded in schools and teaching institutions all over the world as the need for new skills rises with globalization, particularly now that countries must know what talent their employees have and how much money they earn. Teachers are also forced to incorporate reforms into their everyday life on a variety of occasions. “The change movement has developed an atmosphere where those who want to succeed and prosper must become active in an accelerated rate of personal transition and professional development,” writes Day (2000, p. 125). The standard of instruction, according to Darling – Hammond (1997), is the secret to increasing students' learning and proficiency. Throughout the professional development process, several initiatives have been made to improve teaching quality. The trainings or seminars would be successful if the instructors are able to translate new experience and techniques learned in the laboratory to the classroom. However, due to their effectiveness and organizational support, these instructors are often unable to incorporate what they learn from the training program into their classroom practice (e.g., Smylie, 1988). English instructors will be able to study and implement correct and suitable use of oral and written discussion; talk, listen, and read techniques; and advanced grammar and academic and practical vocabulary via related training programs. These abilities and awareness have an effect on students' English language proficiency. The overarching goal of this research is to look at the impact of teachers' imagination, temperament, and commitment on students' English language proficiency. The purpose of this research is to look at the connection between instructors' creativity and students' English language competency. This research would also look at the link between teachers' attitudes and students' English language proficiency, as well as the link between teachers' dedication and students' English language proficiency.
1.3 OBJECTIVE OF THE STUDY
I. What is the relationship between creative thinking and the ability of teachers to do their jobs.
II. What is the relationship between creative thinking abilities and cognitive development in kids.
1.4 RESEARCH HYPOTHESES
i. There is no relationship between creative thinking and the ability of teachers to do their jobs.
ii. There is no relationship between creative thinking abilities and cognitive development in kids.
1.5 SIGNIFICANCE OF THE STUDY
The relevance of this study is that it investigates the association between creative thinking and teacher competency in Nigerian public secondary schools. This study would be very beneficial to students and academics interested in doing similar studies.
1.7 LIMITATION OF STUDY
The study was restricted to schools in Oredo LGA, Benin district, Edo state, due to time and financial constraints.
1.8 DEFINITION OF TERMS
Creative Thinking: Creative thinking is the ability to consider something in a new way. It might be a new approach to a problem, a resolution to a conflict between employees, or a new result from a data set. Employers in all industries want employees who can think creatively and bring new perspectives to the workplace
Predictor:a person or thing that predicts that something will happen in the future or will be a consequence of something.
Proficiency: a high degree of skill; expertise.
Barnes, C.A. (2005). Critical thinkingrevisited: Its past, present and future.New Dimension for CommunityColleges, Summer 2005, 5-13. (links). Brady, M. (2008). Cover the material: orteach students to think? EducationalLeadership, 65. 64 – 67 (links)
Carol, R. (2005). Becoming a criticalthinker.A guide for the newmillennium, (2nd. Ed.). Boston PearsonCustom Publishing. (link)
Edumark (2012).Critical analysis ofstudents’ learning att/itude. Edumarkpublication limited, 7th Ed. V.24.Ikeja, Lagos, Nigeria.
Haphen, D.F. (2006). The nature and nurtureof critical thinking.En R., J. Stenberg,R.Igala, F.G. (2012). The Influence of criticalthinking on students’ academicachievement. SCOA publicationslimited, Onitsha Anambra State Pithers, R.T., and Soden, R. (2000). Criticalthinking in education: A review ofEducational Research, 42, 237 – 249. Plan, H.P. (2010).Critical thinking as a self-regulating process component inteaching and learning.Psicothema, 22,284 -292.
Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25, 1–30.
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