Investigation of preschool teachers' creativity supporting behaviors according to different variables

This study aimed to examine preschool teachers'creativity support behaviors in the classroom in terms of different variables. The research was conducted using the survey model, one of the quantitative research methods. In this context, the sample was reached using the easily accessible sampling method. The sampled consists of 223 preschool teachers working in Agrı province. The index, developed by Soh (2007) and translated into Turkish by Akar (2014) and whose validity and reliability studies were conducted, was used in the study. The highest score that can be obtained from this scale, which consists of 45 items and 9 sub-dimensions in 6-point Likert type, is 270 and the lowest score is 45. There are no reverse items in the scale. The lowest Alpha coefficient in sub-dimensions is 0.68. The reliability coefficient of the entire index was calculated as 95. The data obtained from the reseach were analyzed using the SPSS package program. Then, statistics were made in line with the sub-problems of the research. The significance value was accepted as p<0.05. Since the data of the study did not provide normal distribution, non-parametric analysis methods were used. In this index, Mann Whitney U and Kruskal Wallis tests were used. As a result of the analysis, no significant difference was found between teachers' creativity support behaviors in the classroom and the variables of age and whether teachers received creativity training or not. In the professional seniority variable, a significant difference was found in the judgment and evaluation sub-dimensions in terms of professional seniority of 6 years and above. In the variable of having a child or not, a significant difference was found in the sub-dimensions of integration, questioning, opportunities and disappointment in the direction of preschool teachers who do not have children. In the location of the school variable, a significant difference was found in the questioning, evaluation, opportunities and disappointment sub-dimensions for teachers working in the city center. In the variable of satisfaction with being a teacher, a significant difference was found in the independence, motivation, judgment and evaluation sub-dimensions and the total creativity score for preschool teachers who were undecided.