An investigation into the reflections of preschool teachers' instructional creativitiy levels on learning center designs and their perceptions regarding the development of creativity

This study aims to examine how preschool teachers' levels of instructional creativity are reflected in the design of learning centers in their classrooms, as well as their perceptions regarding the development of creativity. Specifically, the explanatory sequential design, one of the mixed methods research patterns, was used in this study. The study group of this research consists of preschool teachers working in independent kindergartens and preschool classes affiliated with primary schools under the Ministry of National Education in Düzce during the fall semester of the 2024–2025 academic year. A multi-stage sampling method was employed to determine the study group. A total of 44 teachers participated in the research, including 39 women and 5 men. Semi-structured interviews were conducted with 12 teachers who scored high in various subcategories of instructional creativity. The data were collected through the Instructional Creativity Scale, a personal information form, a semi-structured interview form, and document analysis. The data obtained during the research process were analyzed using descriptive statistics and content analysis. The findings of the study indicate that the teachers held a positive attitude toward creativity in instruction. The results of the study revealed that teachers conceptualize instructional creativity in various ways depending on their characteristics. Teachers with high self-efficacy emphasized flexibility and the use of diverse methods; those with a high level of environmental encouragement highlighted the importance of supporting practices aimed at developing children's skills through varied methods or materials provided by the environment. Teachers who attributed high societal value to their role associated instructional creativity with generating innovative ideas and solutions to problems. Meanwhile, teachers with a strong belief in children's potential viewed instructional creativity as supporting children's developmental progress. The findings of the study indicated that, in terms of the physical arrangement and design of learning centers, teachers with high self-efficacy prioritized accessibility of the centers. Those with a high level of environmental encouragement emphasized creating an aesthetically pleasing and stimulating environment. Teachers who valued societal contribution focused on the use of open-ended materials that encourage children's creative thinking, while teachers with a strong belief in children's potential prioritized incorporating children's preferences and ideas into the design. The study revealed that in fostering creativity, teachers with high self-efficacy emphasized their own professional competence; those with high environmental encouragement valued the environmental conditions that shape creativity; teachers who placed high importance on societal value focused on social and community relationships; and teachers with a strong belief in children's potential highlighted the significance of individual differences and children's creative potential. Based on the findings and results obtained, it is recommended that further studies examine how teachers' levels of instructional creativity are reflected in different teaching situations. Additionally, it is suggested to organize training sessions for teachers that are practical, promote active participation, and showcase examples of learning center designs, in order to support the development of learning centers and enable teachers to create environments that foster children's creativity.