Student and teacher characteristics affecting creative problem solving skills of tenth grade students

Although education system has changed many times in our country, the creativity level of the students hasn't reached the desired level yet. It is known that a teacher has a significant effect on the students who attend the lecture. In this research, the effect of Ernest's teacher models on the creativity skills of high school students was examined so as to reveal how teachers views on mathematics learning processes and the characteristics of mathematics teaching affect students' creativity skills. This research is quantitative as part of examining the relationship between students' collected data, qualitative as part of the interpreting with content analysis the data collected from teachers. The research pattern is mixed in this aspect. A total of 341 students from three different high schools in the 11th grade and nine mathematics teachers who have been attending the courses of these students for at least two years were included in the study. The research consists of two stages. The first stage is the quantitative part in which quantitative data is presented by sequential logistic regression analysis, and the second stage is the qualitative part in which the students interviews are subjected to inductive content analysis and the model creativity relationship is revealed by teacher student matching. Teachers' lessons were observed for eight hours, and as a result of these observations, teachers' models were determined in line with the opinions of Ernest (1989) on the charecteristics of teachers'mathematics teaching. The data of the students were formed in the first stage ant the teachers' level was the second level and the gender being a female was found to be a negative variable in fullfilling full score than being a male. In the student interviews, it was concluded that the students were given the oppurtunity fot their own experiments, it was concluded that the teaching method, which included instances of daily life, increased the creativity skills. In the teacher models, it was found that the facilitator and explainer teachers model affect the creativity skills of the students to a certain extent. Teachers who provide oppurtunites to help their students improve themselves in the classroom rather than teaching and teaching methods, and provide oppurtunities for students t oto express and defend their own ideas by creating discussion enviroments, support the lesson with memorizing behaviors rather than memorization, and provide humorous oppurtunities, for stundets to experiment freely developed students creativity. In addition, it is an unexpected result of the study that creativity skills of the classes with high mathematics achievement are not high among the classes included in the scope of the research, medium level and the mobility and difficulties in class management are high. It has been determined that the effective teacher model that improves the creativity skills of the students should be autonomous, humoroustic wtih high communication skills, can create discussion environments for the students and support the students' tentative attempts.