Creative Education
2013. Vol.4, No.10, 651-662
Published Online October 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.410094
Copyright © 2013 Sci R e s . 651
Classroom Leadership and Creativity: A Study of Social
Studies and Islamic Education Teachers in Jordan
Samih Al-Karasneh1, Ali Jubran2
1Faculty of Education , Yarmouk University, Irbid, Jordan
2Department of Administration and Foundations of Education, Faculty of Education,
Yarmouk Universi t y, Irbid, Jordan
Email: nhsamih@yahoo.com
Received December 20th, 2012; revised January 18th, 2013; accepted January 25th, 2013
Copyright © 2013 Samih Al-Karasneh, Ali Jubran. This is an open access article distributed under the Creative
Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cit e d.
The purpose of this study was to investigate the leadership practices and creativity traits as perceived by
social studies and Islamic education teachers in Jordan. A sample of 289 social studies and Islamic educa-
tion teachers were selected randomly. Data were collected using quantitative research method. Leadership
practices were measured using the Leadership Practices Inventory (LPI-Self) developed by Kouzes and
Posner (2003) with self-developed items on the Islamic component by the researchers, and creativity traits
were measured using the Creativity Self-Perception Questionnaire (CSPQ) developed by Goertz (1993).
The validity and the reliability of two instruments are already developed and assessed. The data have been
statistically analyzed (by using the SPSS). Findings of the study revealed that teachers perceived them-
selves positively in all dimensions studied. They were also found to be creative, as they perceived them-
selves to possess all the creativity traits. The study also showed that there was a significant correlation
between the results of the ten leadership dimensions together and the eight creativity traits of teachers
were positively significant. The results showed that there were no significant differences according to the
dependent variables (gender, major of specialization, educational experience, and stage of schools) on
most of the independent variables (eight creativity traits and ten leadership dimensions). The study also
offered some recommendations to enhance the status of educational leadership, creativity of social studies
and Islamic education teachers.
Keywords: Classroom; Leadership; Creativity; Social Studies; Islamic Education
Introduction
Classroom environment has been seen as a very complex set-
ting with multiple dimensions (Jackson, 1968; Doyle, 1977). It
has been shaped by continual experience and an accumulation
of daily classroom activities (Doyle, 1977, 1981, 1983, 1986;
Desforges & Cockburn, 1987; Desforges, 1995; Desforges,
2000). In the classroom, teachers must make many decisions
simultaneously. They have to plan suitable activities for differ-
ent purposes, needs and nature of individual students, ask them
questions, listen to their answers, answer their questions, com-
ment on their answers, motivate them, correct them if they
make a mistake, and provide feedback. For Jackson (1968), the
reality of this environment makes teachers’ work potentially
very complicated. Beswick (2008), however, asserts that this
complexity of the classroom could provide teachers with op-
portunities to think about structuring their classroom environ-
ment and teaching to maximize the chances of creativity emerg-
ing. Thus, the effective management of a classroom environ-
ment can contribute to the development of creative potential.
In reference to Slahova, Savvina, Cacka and Volonte (2007),
the development of creative activity is a very complicated
process that takes place over a whole period of classroom life
and depends on social, material and mental factors. Accord-
ingly, the foundation of creativity in the classroom depends on
the teacher’s thought and interaction with the students, ranging
from teacher’s rapport with the students to the approach of
instructing, assessing, and tackling the complexity of the class-
room.
According to Sternberg and Williams (1996), a learning en-
vironment that fosters creativity should include several compo-
nents, namely: allowing time for creative thinking; rewarding
creative ideas and products; encouraging sensible risks; allow-
ing mistakes; imagining other viewpoints; exploring the envi-
ronment; questioning assumptions finding interests and prob-
lems; generating multiple hypotheses; focusing on broad ideas
rather than specific facts; and thinking about the thinking proc-
esses (Starko, 1995). Therefore, to foster creativity, social stud-
ies (SS) and Islamic education (IE) teachers should be aware of
these components.
With respect to education in specific, creativity is an essen-
tial element for learning. Starko (1995) suggests that learning is
a creative process that involves students making use of relevant
information by linking prior knowledge and new knowledge in
an individually meaningful context. Studies in creativity have
tried to conceptualize the term creativity and explain the proc-
ess involved in the creative act. Although there is no consensus
about how to define creativity, most definitions emphasize the
role of the environment in promoting or inhibiting creative
S. AL-KARASNEH, A. JUBRAN
abilities. Csikszentmihalyi (1988) suggests that the most fun-
damental question in creativity is “where is creativity” and not
“what is creativity”. He highlights that the educational envi-
ronment plays an important role in developing students’ crea-
tive expression. In the present study, however, creativity is used
as defined by Plucker and Beghetto as follows:
Creativity is the interplay between ability and process by
which an individual or group produces an outcome or product
that is both novel and useful as defined within some social con-
text” (2004: p. 156).
Related research stresses the centrality of the role of teachers
where teachers’ understanding is considered to be imperative in
producing a creative classroom environment (Anderman &
Midgley, 1998). In creating this type of environment, it is rec-
ommended that social studies and Islamic education teachers
should acknowledge and encourage creative thinking, tolerate
dissent, encourage students to trust their own judgments, em-
phasize that everyone is capable of creativity, and serve as a
stimulus for creative thinking through brainstorming and mod-
eling, Social studies and Islamic education teachers are ex-
pected to be the front-runners of classroom creativity. They
have a huge influence on their students as they lead and manage
them. Morganett (1991) stated that quality teacher-student in-
teractions can encourage students to be active learners in the
classroom, which will foster creativity.
As a consequence, creativity in the classroom needs effective
leadership (Wildy & Louden, 2002). Leadership consists of
actions that help teachers to complete learning tasks success-
fully and maintain effective working relationships with students
and among them (Johnson, 1991). For Gunter (2001) the effec-
tiveness of teachers’ leadership contributes to the success of
creativity in the classrooms. For Datnow and Castellano, (2001),
the positive impact of teachers’ leadership gained validation
when researchers found that teacher leadership is the single
most powerful determinant of classroom effectiveness. The role
of effective classroom leadership, is therefore, a key to nurtur-
ing creativity and creative leaders are needed in the educational
arena in order to improve classroom productivity (Blumberg &
Greenfield, 1986; Ubben & Hughes, 1997). To emphasize the
importance of creativity in classrooms, Johnson (1991) asserts
that “the creative leader is seeking not to control but to free the
creative potential of others and is not so much an optimist as a
believer that this liberation is possible” (p. 29). As leaders,
Social studies and Islamic education teachers have to be crea-
tive in teaching, in building a positive environment, and in
managing different affairs that gear the classroom towards ex-
cellence. Therefore, they carry the responsibility of managing
learning and creativity in the classroom (Lumsden, 1994; Hess
& Kelly, 2007). Consequently, Social studies and Islamic edu-
cation teachers, as creative leaders, have to carry out several
managerial and administrative roles and tasks. Beare, Coldwell,
and Millikan (1989) and Lashway, Mazarella and Grundy
(1996) believe that successful leadership must involve a mas-
tery of managerial and administrative skills as well as certain
personal qualities (Munitz, 1999). In other words, classroom
leaders must first of all be skillful managers (Munitz, 1999;
Dunford, Fawcett, & Bennett, 2000).
However, managerial skills are essential for any classroom
leaders to succeed and to be the front-runners of the classroom.
Teachers as leaders have an enormous influence on their stu-
dents as they lead and manage them. For teachers, having these
skills will enable them to modify suggestions for the specific
needs of their classroom. Moreover, teachers’ managerial skills
will define the kind and quality of leadership they have (Munitz,
1999).
Related Literature
The achievement of creativity in social studies and Islamic
education classrooms is one of the main roles of teachers who
are considered as the educational leaders and managers. There-
fore, some general leadership and administration theories were
studied in order to apply what is relevant to the educational
situations and classroom environment. A relevant theory on
leaders by Kouzes and Posner (2003) distinguishes leaders from
managers and identifies what they consider as the most impor-
tant five descriptive qualities of superior leaders. According to
them, leaders must be honest, competent, forward-looking, in-
spiring and intelligent. They also present a leadership model
that consists of five fundamental practices that are presumed to
enable leaders to achieve extraordinary things. These practices
are: challenging the process, inspiring a shared vision, enabling
others to act, modeling the way and encouraging the heart.
Adopting the above theory, Schnook sought to investigate
the perceptions of principals and teachers with regard to the
demonstration of the leadership practices in schools in Florida,
United States (Schmook, 1996). She concluded that principals
of Florida schools clearly demonstrated the five leadership
practices (Ibid.). In addition, studies that applied Kouzes and
Posner’ theory have also been conducted in many colleges,
universities and secondary schools. There are more than 200
doctoral and Masters theses utilizing the theory such as Xu,
1991; Aubrey, 1992; Nolan, 1992; Koster-Peterson, 1993;
Weltman, 1995; Cavaliere, 1995; Muhammad, 1996; Morris,
1998; Oumthanom, 2001; Schmiesing, 2001; Taylor, 2002.
In the context of the Islamic and Arab world in specific,
many scholars have discussed the theory of Kouzes and Posner
too. In their book titled Leadership: An Islamic Perspective,
Beekun and Badawi (1999) stated that Kouzes and Posner’s
theory is “one of the best models of effective leadership” (p.
115). They have adopted the five leadership practices. The au-
thors emphasized that Muslim leaders need such practices in
order to be effective and achieve the objectives of their organi-
zations.
Goertz (1991), in her study on the relationship of leader ef-
fectiveness and selected traits of creativity, found that effective
people in leadership positions demonstrate selected traits of
creativity. She views creativity as “a special condition, attitude,
or state of being that reflects passion for work, independence,
goal setting, originality, flexibility, a wide range of interests,
average or above-average intelligence and motivation” (1991).
In her study that focused on leadership and creativity,
Schmook (1996) used Goertz’s creativity traits of passion for
work, independence, goal setting, originality, and flexibility,
wide range of interests, intelligence and motivation in assessing
selected Florida schools. The researcher sought to determine
and investigate the perceptions of principals and teachers in
regard to the demonstrated creativity traits of Goertz. It is in-
teresting to note here that many educators and researchers con-
sidered creativity traits as important in any association. They
emphasize the importance of such creativity in educational
settings as a means of enhancing effectiveness and bringing
success to the organization (Eisawi, 1990; Jarwan, 1990; Al-
Mazeidy, 1993; Al-Hammadi, 1996; Al-Safi, 1997; Sweidan &
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S. AL-KARASNEH, A. JUBRAN
Adlouni, 2002; Al-Sorour, 2002).
Several researchers studied creativity in the classroom. For
example, Darnell, Gallagher, Andrews and Amaral (2000)
conducted a qualitative investigation of a supportive classroom
environment for developing student creativity. Observations
and interview data collected focused on assessment, classroom
activities, and the teacher’s effort in creating this supportive
environment. Teacher-student relationships, de-emphasizing
standardized assessment, and encouraging multiple perspectives
was significant to this creative milieu. The study focused on the
teacher’s role in creating this cr eative enviro n ment.
Furthermore, Fleith (2000) investigated teachers and students
perceptions about characteristics which either stimulate or in-
hibit the development of creativity in the classroom environ-
ment. Interviews were conducted with seven Connecticut public
school teachers and 31 students (Grades 3 and 4). The findings
suggest that both teachers and students believe that a classroom
environment which enhances creativity provides students with
choices, accepts different ideas, boosts self-confidence, and
focuses on students’ strengths and interests. On the other hand,
in an environment which inhibits creativity, ideas are ignored,
teachers are controlling, and excessive structure exists.
The above mentioned studies on leadership and creativity de-
scribe the significance of educational leadership in the success
of classroom teaching and learning. The high quality learning
outcomes can be achieved if there is proper and effective edu-
cational leadership. However, according to the related literature,
very little research has been carried out about the concept of
“classroom leadership and creativity”. It has become clear that
no research examined this area of research in the Arab world
and in Jordan, per se. Also, investigating teachers’ views of
classroom leadership and creativity is supposed to offer achiev-
able enhancements in terms of creative social studies and Is-
lamic education teaching and learning. Therefore, it seems that
there is a need to carry out this research.
Statement of the Problem
It seems that there is a problem of practicing leadership skills
by teachers in schools while dealing with students. Therefore,
the main issue of this research is to find out how social studies
and Islamic education teachers in Jordan demonstrate the lead-
ership practices and creativity traits in the classroom environ-
ment.
Research Questions
The following questions have been investigated:
1) To what extent do SS and IE teachers in Jordan perceive
that they demonstrate leadership practices as self reported?
2) To what extent do SS and IE teachers in Jordan perceive
that they demonstrate creativity traits as self reported?
3) Is there any relationship between the leadership practices
of SS and IE teachers and their creativity traits in Jordan as self
reported?
4) Is there any significant difference as p < .05 in the lead-
ership practices of SS and IE teachers as self reported according
to gender, specialization, educational experience, and stage of
schools?
5) Is there any significant difference as p < .05 in creativity
traits of SS and IE teachers as self reported according to gender,
specialization, educational experience, and stage of schools?
Purpose of the Study
The purpose of this study was to investigate leadership prac-
tices as a core of classroom management and creativity traits of
social studies and Islamic education teachers in Jordan. This
study examined the leadership skills of teachers in the context
of the following ten leadership dimensions, that is: 1) Observ-
ing a moral value system, 2) Building a positive culture, 3)
Managing and leading, 4) Relating with students, 5) Relating
with community, and adopting Kouzes and Posner’s five di-
mensions that is 1) Challenging the process, 2) Inspiring a
shared vision, 3) Enabling others to act, 4) Modeling the way,
and 5) Encouraging the heart. The creativity dimension was
comprised of the following eight creativity traits: 1) Passion for
work, 2) Independence, 3) Goal setting, 4) Originality, 5) Flexi-
bility, 6) Wide range of interests, 7) Intelligence, and 8) Moti-
vation.
Significance of the Study
Although there is abundant literature on school leadership
studies, there has been less research on teacher leadership and
creativity. This study provides more insights on leadership
practices and creativity in classrooms. It also seeks to contrib-
ute to the development and understanding of educational lead-
ership and in particular social studies and Islamic education
teachers’ leadership and creativity in Jordanian educational
institutions. This will give a better understanding of organiza-
tional effectiveness and provide guidelines for teachers to mo-
tivate and direct their students toward achieving the school’s
educational objectives. Furthermore, effective leadership and
creativity could be considered as valuable characteristics in the
selection, training and recruitment of teachers who are expected
to have creativity as a part of their teaching and leadership ca-
pacity.
Definition of Terms
Leadership: Leadership is the process of guiding and influ-
encing members of an organization so that they will display
initiative and love for their work and achieve the common ob-
jectives of the organization. To support this, leadership, based
on Vance Packard’s definition is the art of getting others to
want to do something that you are convinced should be done
(Kouzes & Posner, 2003). According to Kouzes and Posner,
leadership is identified by the following five practices: 1) Chal-
lenging the process; 2) inspiring a shared vision; 3) Enabling
others to act; 4) Modeling the way; 5) Encouraging the heart.
For this study, five more leadership dimensions were added,
those are: observing moral value system, building a positive
culture, managing and leading, relating with students, and re-
lating with community.
Creativity: creativity is “a special condition, attitude or state
of being that reflects Passion for Work, Independence, Goal
Setting, Originality, Flexibility, a Wide Range of Interests, av-
erage or above-average Intelligence and Motivation” (Goertz,
1991: p. 3).
Delimitations
The delimitations of this study are as follows:
1) The sample of the study is limited to social studies and Is-
lamic education teachers in Jordan during the 2008-2009 school
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S. AL-KARASNEH, A. JUBRAN
year.
2) The identification of leadership dimensions was based on
a review of the available limited literature related to the subject
based on the five leadership practices of Kouzes and Posner
(2003).
3) The identification of creativity traits was based on a re-
view of the available limited literature related to the subject
based on the creativity traits of Goertz’s theory (1991).
4) The study is limited to the basic and secondary schools in
Jordan and not the kindergarten level.
Limitations
The limitat io n s o f this study are a s follows:
1) Leadership practices and creativity traits were measured
by perceptions only, and these have their own limitations, par-
ticularly the self-perception questionnaires. It is pertinent to
note however, that the instruments have been well tested.
2) The study used questionnaires as the main tool for col-
lecting data. Interviews and observations therefore, were not
used.
Methods
Research Design
A survey method was used to collect data from the respon-
dents of the study. The design of the study included a survey of
social studies and Islamic education teachers’ self-perceptions
through questionnaires. A literature review was used to help
identify the main basis of leadership practices as a core of
classroom management and creativity.
Population and Samp le
The population of the study comprised of all social studies
and Islamic education teachers in the north part of Jordan. A
sample of 289 social studies and Islamic education teachers
were selected randomly. Table 1 presents the background char-
acteristics of the study sampl e .
Instrumentation
The study has adapted and used the following questionnaires
in order to gather data for this study:
1) The Leadership Practices Inventory (Self) is a survey
developed as an empirical measure of the conceptual leadership
framework generated from the case studies of 1100 managers,
best personal experiences as leaders reported by Kouzes and
Posner (2003). Leadership Practices Inventory (LPI-Self) de-
scribes the behavior from the respondents’ view.
In order to make this questionnaire more appropriate for the
Jordanian culture, the questionnaire was adapted. Based on the
review of the literature on educational leadership such as Dat-
now and Castellano (2001) and Schmiesing (2001), and on
consultations with some experts in the field, it was decided to
employ ten dimensions. The first five dimensions were added
to the five from the original questionnaire that were suitable to
be applied in Jordan.
2) The Creativity Self-Perception Questionnaire (CSPQ).
This is an instrument developed by Goertz and Lemley (1991),
and is based on the selected traits of creativity.
In order to make this questionnaire more appropriate for the
Table 1.
Distribution of teachers according to background characteristics (N =
289).
Characteristics N Percentage
Gender
Male 239 82.7
Female 50 17.3
Major
Social Studies 177 61.2
Islamic St udi es 112 38.8
Age
20 - 30 years 178 61.6
31 - 40 years 77 26.6
41 - 50 years 28 9.7
50 years a nd above 6 2.1
Educational Level
Diploma 22 7.6
Bachelor 215 74.4
Master’ 48 16.6
Doctoral 4 1.4
Experience in Education
1-less than 5 years 129 44.6
5-less than 10 y ears 86 29.8
10 years a nd above 74 25.6
Stage of Schoo ls
Basic 125 43.3
Secondary 164 56.7
Jordanian culture, the questionnaire was adapted. Based on the
review of the literature on creativity such as Beswick (2008)
and Fleith (2000), and on consultation with some experts in the
field, it was decided to employ the eight main dimensions of
the questionnaire arranged differently. Some items under each
dimension were deleted and others were added to make the
questionnaire clearer for and more appropriate to the educa-
tional settings in Jordan. CSPQ contains a total of 22 items with
8 traits used to measure each of creativity traits.
Responses to the all questionnaires were measured using
5-point Likert scale as follows: 1) Rarely, 2) Once in a While, 3)
Sometim es, 4) Fa irly Often and 5) Very Frequently.
Variables of the Study
The dependent variables of t he study are: gender, major o f spe-
cialization, educational experience, and stage of schools. And the
independent variables are the ten leadership practices of 1) ob-
serving a moral value system, 2) building a positive culture, 3)
managing and leading, 4) relating with students, 5) relating
with community, 6) challenging the process, 7) inspiring a
shared vision, 8) enabling others to act, 9) modeling the way,
and 10) encouraging the heart. In addition to the eight creativity
traits of 1) passion for work, 2) independence, 3) goal setting, 4)
originality, 5) flexibility, 6) wide range of interests, 7) intelli-
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S. AL-KARASNEH, A. JUBRAN
gence, and 8) motivation.
Validity and Reliability of the Questionnaires
Because the questionnaire was developed and used before,
by its designers themselves and other researchers in different
places across the world, the validity and the reliability is al-
ready d eveloped and asse ssed. Sinc e the context is different, the
language of the questionnaire should be appropriate for the new
context. Testing validity is a matter of translating this ques-
tionnaire into Arabic language giving the same meanings to the
items as in the original English version (to be valid to the Jor-
danian context). To achieve this aim, the researchers: translated
the questionnaire (English copy into Arabic; submitted the
translated copy to some of their specialized colleagues who are
good with English to check and correct their translation; con-
sidered all of the friends’ comments; then, gave it to one of the
professional auditor to audit the translated copy; gave the Ara-
bic copy to someone not involved in the original translation;
after that the researchers compared the original one with the
new one to find out to what extent they are corresponded; and
before distributing the questionnaires the researchers sent the
questionnaires (Arabic copy) to more than ten educational ex-
perts in some of the Jordanian institution to check it and asking
them if there is any comments about the statements. Most of
them agree that they are good, clear and understandable. The
reliability of the two questionnaires was assessed through the
use of Conbrach’s alpha coefficient. A pilot study was con-
ducted on 20 teachers among the population of the study. A test
and retest method was used in two weeks. Thus, the Leadership
Practices Inventory Conbrach’s alpha coefficient was .94, and
for the Creativity Self-Perception Questionnaire (CSPQ)
was .90 (Table 2).
Data Analysis
For analyzing data obtained from the two instruments (CSPQ)
and (LPI-Self), the Statistics Package for the Social Sciences
(SPSS) was used. Frequencies, percentages, Independent Sam-
ple t-test, analysis of variance, ANOVA and Pearson product-
moment correlation coefficient were used to answer the re-
search questions.
Study Results
The results of the study were demonstrated in accordance
with its questions, as follows:
Research Question 1
To what extent do SS and IE teachers in Jordan perceive
that they demonstrate leadership practices as self reported?
Analysis of the results from the Leadership Practices Inven-
tory (LPI-Self) revealed that teachers perceived themselves
positively in all dimensions. The means ranged from 3.37; (the
lowest) to 4.27; (the highest) and were overall quite high. While
the Relating with Community dimension got the lowest, the
Encouraging the Heart dimension was perceived as the highest.
Details of the teachers’ perceptions for the ten leadership di-
mensions are displayed in Table 3.
Table 3 shows that the Encouraging the Heart dimension
was perceived as having the highest (4.27) as practiced by the
teachers among the ten leadership dimensions. This was fol-
Table 2.
Represents reliability of the (LPI-Self) and (CSPQ) .
Questionnaires Coefficient Alpha
Leadership Practices Inventory (LPI-Self) .94
Creativity S elf-Perception Questionnaires (CSPQ) .90
Table 3.
Teachers’ perceptions of their leadership practices by dimension (N =
289).
Dimensions Means Standard
Deviation Range
Observing Mor al Value System4.21 .52 2
Building a Po s itive Culture 4.04 .62 4
Managing and Leading 3.58 .65 8
Relating with Students 3.94 .72 5
Relating with Communit y 3.37 .98 10
Challenging the Process 3.64 .82 7
Inspiring a Shared Vision 3.57 .86 9
Enabling Others to Act 3.92 .62 6
Modeling the W ay 4.11 .68 3
Encouraging the Heart 4.27 .67 1
Leadership Practices 3.84 .50
lowed by the Observing Moral Value System dimension that
scored 4.21. With an almost similar percentage, the Modeling
the Way got 4.11 as perceived by the teachers. Building a Posi-
tive Culture came in the fourth with 4.04 followed by Relating
with Students (3.94). Sixth came, Enabling Others to Act with
3.92 followed by Challenging the Process with 3.64. Managing
and Leading came next with 3.58. This was followed by In-
spiring a Shared Vision which came in ninth with 3.57 followed
by the final dimension that is relating with community with
3.37.
Research Question 2
To what extent do SS and IE teachers in Jordan perceive
that they demonstrate creativity traits as self reported?
Analysis of the results from the Creativity Self-Perception
Questionnaire (CSPQ) revealed that teachers think they demon-
strated all creativity traits positively. The means ranged from
3.80; (the lowest) to 4.13; (the highest) and are reasonably high
overall. While the trait of Wide Range of Interests got the low-
est percentage, Passion for Work was perceived as the highest.
Details of the teachers’ perceptions for the eight creativity traits
are displayed in Table 4.
Table 4 shows that teachers think Passion for Work trait was
the most frequently practiced creative trait as demonstrated by
them with the highest percentage (4.13). This was followed by
Motivation (4.08). Independence came in third with 4.02 fol-
lowed by Originality with 3.93. In fifth was Flexibility with
3.83. Intelligence came next with 3.82 followed in seventh by
the trait of Goal Setting with 3.81. Finally, Wide Range of In-
terests came l o w e s t with 3.80.
Copyright © 2013 Sci R e s. 655
S. AL-KARASNEH, A. JUBRAN
Table 4.
Shows teachers’ perceptions of their creativity traits by dimension (N =
289).
Traits Means Standard Deviation Range
Passion for Work 4.13 .56 1
Independence 4.02 .63 3
Goal Setting 3.81 .75 7
Originality 3.93 .77 4
Flexibility 3.83 .76 5
Wide Range of In terests 3.80 .84 8
Intelligence 3.82 .87 6
Motivation 4.08 .76 2
Creativity Traits 3.94 .53
Research Question 3
Is there any relationship between the leadership practices
of SS and IE teachers and their creativity traits in Jordan
as self reported?
The data related to this question were obtained from teach-
ers’ responses to the Leadership Practices Inventory (LPI-Self)
and Creativity Self-Perception Questionnaire (CSPQ). To an-
swer this question, Pearson’s Correlation analysis was used
between the final results of the ten leadership dimensions and
the eight creativity traits of teachers.
As presented in Table 5, analysis of the results of the Pear-
son Correlation from the Leadership Practices Inventory (LPI-
Self) and Creativity Self-Perception Questionnaire (CSPQ) re-
vealed that the correlation between the results of the ten lead-
ership dimensions together and the eight creativity traits of
teachers was positively significant with r = .62, p < .01 ac-
cording to the t eachers’ perceptions about themselves.
Research Question 4
Is there any significant difference as p < .05 in the lead-
ership practices of SS and IE teachers as self reported ac-
cording to gender, specialization, educational experience,
and stage of schools?
The data related to this section was obtained from teachers’
responses to the Leadership Practices Inventory (LPI-Self). To
answer the research question, an Independent Sample t-test was
used in order to find out if there are significant differences be-
tween the male and female teachers’ perceptions regarding the
ten leadership dimensions. The results of the analysis of teach-
ers’ perceptions for the ten leadership dimensions by gender
are displayed in Table 6.
The results show that there were significant differences between
gender and the Relating with Community dimension; p < .05. It
shows also that there were no significant differences between
gender and the other nine leadership dimensions.
Teachers’ Perceptions of Their Leadership Practices by
Major of Specialization
To answer the research question, an Independent Sample t-
test was used in order to find out if there are significant differ-
ences between Social Studies and Islamic Education teachers’
Table 5.
Shows the relationship between the leadership dimensions and the
creativity traits according to the teachers’ perceptions (N = 289).
Correlation
Creativity Traits &
Leadership Practices .62**
Note: **p < .01.
Table 6.
Shows means and standard deviations and t-test of teachers’ percep-
tions of their leadershi p practices by gender (N = 2 8 9 ).
Dimensions Male Female
M SD M SD
F Sig.
Observing Moral Value System4.20 .520 4.27 .520.414.521
Bu i l d i n g a P o s i t i v e C u l t u r e 4.02 .623 4.13 .6001.431.233
Managing and Leading 3.57 .679 3.62 .451.636.426
Rel at i n g wi t h S tu d en t s 3.94 .741 3.93 .587.101.751
Relating with Community 3.31 .979 3.69 .9337.690.006
Ch a l l e n g i n g t he P r o c e s s 3.65 .805 3.60 .878.029.866
In sp ir in g a Sha red Vision 3.60 .837 3.45 .937.851.357
En ab li ng O th er s t o A ct 3.93 .630 3.87 .602.925.337
Mo d e l i n g t he W a y 4. 09 .678 4.20 .7001.039.309
En c o u r a g i n g t h e H ea r t 4.28 .645 4.25 .810.020.889
Lea d e rsh i p Pr a cti c es 3.83 .509 3.89 .426.616.433
Note: M = Mean, SD = Standard Deviation, *p < .05.
perceptions regarding the ten leadership dimensions. The re-
sults of the analysis of teachers’ perceptions for the ten leader-
ship dimensions by major of specialization are displayed in
Table 7.
The results show that there were no significant differences be-
tween major of specialization and all the leadership dimensions.
Teachers’ Perceptions of Their Leadership Practices by
Educational Experience
The data related to this question was obtained from teachers re-
sponses to the Leadership Practices Inventory (LPI-Self). To an-
swer the research question, the one-way analysis of variance
(ANOVA) was used in order to find out if there are significant
differences between the teachers’ perceptions by four categories of
educational experience regarding the ten leadership dimensions.
The results are displayed in Table 8.
One-way analysis of variance (ANOVA) was performed using
the ten leadership di mensions as depende nt variables in the stati s-
tical analysis and educational experience as the independent vari-
able. As can be noted, there were significant differences between
the educational experience of the teachers and their perceptions on
the Managing and Leading and Relating with Students dimensions.
The above-mentioned table s hows that the experienced teachers
group with “6-less than 10 years” were perceived themselves as
better than the other two groups perceived themselves. It also
shows that there were no significant differences between the edu-
cational experience of the teachers and their perceptions on the
other eight dimensions.
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656
S. AL-KARASNEH, A. JUBRAN
Table 7.
Shows means and standard deviations and ANOVA F-tests of teachers’
perceptions of their leadership practices by major of specialization (N =
289).
Social
Studies Islamic
Education
Leadership
Dimensions M SDM SD
F Sig.
Observing Moral Value
System 4.17 .477 4.27 .577 2.072.151
Building a Positive Culture 4.00 .607 4.10 .637 .992.320
Managing and Leading 3.62 .633 3.50 .661 2.114.147
Relating with Students 3.97 .668 3.89 .786 .246.620
Relating with Community 3.41 .981 3.32 .981 1.089.298
Challenging the Process 3.68 .759 3.58 .902 .760.384
Inspiring a Shared Vision 3.63 .788 3.48 .949 .767.382
Enabling Others to Act 3.92 .568 3.90 .707 .022.882
Modeling the Way 4.12 .662 4.09 .714 .028.868
Encouraging the Heart 4.33 .531 4.18 .849 3.174.076
Leadership Practices 3.86 .448 3.81 .563 .428.514
Note: MS = Mean Square, *p < .05.
Table 8.
Means and standard deviations and ANOVA F-tests of teachers’ per-
ceptions of their leadership practices by educational experience (N =
289).
1-Less
than 6
Years
6-Less
than 10
Years
More than
10 Years
Leadership
Dimensions
M SD M SD M SD
F Sig.
Observing Moral Value
System 4.20 .562 4.24 .468 4.21 .504 .260.771
Building a Positive Culture 3.98 .683 4.08 .566 4.09 .558 1.376.254
Managing and Leading 3.45 .672 3.83 .551 3.50 .620 9.477.000
Relating with Students 3.93 .720 4.12 .646 3.75 .742 5.333.005
Relating with Community 3.23 .994 3.62 .944 3.33 .956 3.430.034
Challenging the Process 3.53 .868 3.81 .721 3.65 .807 2.903.057
Inspiring a Shared Vision 3.43 .885 3.77 .823 3.59 .804 1.926.148
Enabling Others to Act 3.94 .615 4.02 .626 3.77 .619 3.675.027
Modeling the Way 4.04 .779 4.25 .614 4.06 .545 1.727.180
Encouraging the Heart 4.34 .672 4.25 .690 4.19 .660 1.186.307
Leadership Practices 3.77 .516 3.99 .488 3.79 .431 4.760.009
Note: MS = Mean Square, *p < .05.
Teachers’ Perceptions of Their Leadership Practices by Stage
of Schools
The data related to this question were obtained from teachers’
responses to the Leadership Practices Inventory (LPI-Self). To
answer the research question, the Independent Sample t-test was
used in order to find out if there are significant differences be-
tween the basic and secondary school teachers’ perceptions re-
garding the ten leadership di mensions. The results of the analy sis
of teachers’ perceptions for the ten leadership dimensions by stage
of schools are displayed in Table 9.
The results show that there was significant difference between
teachers’ perceptions in basic and secondary schools regarding the
Inspiring a Shared Vision, while there was no evidence of any
significant differences with the other nine leadership dimensions.
Research Question 5
Is there any significant difference as p < .05 in creativity
traits of SS and IE teachers as self reported according to
gender, specialization, educational experience, and stage of
schools?
Teachers’ Perceptions of Their Creativity Traits by Gender
The data related to this question was obtained from teachers’
responses to the Creativity Sel f Perceptio n Que stionnaire (C SPQ).
To answer the research question, the Independent Sample t-test
was used in order to find out if there are significant differences
between the male and female teachers’ perceptions regarding the
eight creativity traits. The results of the analysis of teachers’ per-
ceptions for the eight creativity traits by gender are displayed in
Table 10.
The results show that there was no significant difference be-
tween the teachers’ creativity traits regarding their gender. The
table mentioned above showed that female teachers have per-
ceived themselves having five creativity traits better than male,
while m a l e p e r cei v e d th em s e lves bet t er i n th e last th r ee .
Teachers’ Perceptions of Their Creativity Traits by Major of
Special izat ion
The data related to this question was obtained from teachers’
responses to the Creativity Sel f Perceptio n Que stionnaire (C SPQ).
To answer the research quest ion, the one-way anal y sis of variance
ANOVA was used in order to find out if there are significant dif-
ferences between the teachers’ perceptions by the two categories
of major of speci alization regardin g the eight creativity traits. The
eight creativity traits were used as dependent variables and major
of specialization as the independent variable. The results of the
analysis of teachers’ perceptions for the eight creativity traits by
major of specialization are displayed in Table 11.
The results indicated that there were no significant differences
between the major of specialization of the teachers and their self
perceptions on all of the eight creative traits.
Teachers’ Perceptions of Their Creativity Traits by
Educational Experience
As shown in Table 12, the results indicated t hat there we re sig-
nificant differences between the educational experience of the
teachers and their self perceptions on six c reative traits of Passion
for Work, Inde pende nce, Goal Setting, Flexibil ity , Wide Range of
Interests and Intelligence. It indicates also that there was no sig-
nificant difference between the educational experience of the
teachers and their self perceptions on the other two creative traits
of Originality and Motivation.
Teachers’ Perceptions of Their Creativity Traits by Stage of
Schools
The data related to this question was obtained from teachers’
responses to the Creativity Self-Perception Que stionnaire (CSPQ).
Copyright © 2013 Sci R e s. 657
S. AL-KARASNEH, A. JUBRAN
Table 9.
Shows means and standard deviations and t-tests of leadership practices
between basic and secondary school teachers as perceived by them-
selves (N = 289).
Dimensions Basic Secondary
M SD M SD
F Sig.
Observing Moral Value
System 4.22 .564 4.20 .484 .097.755
Bu i l d i n g a P o s i t i v e C u l t u r e 4.05 .659 4.03 . 589 .528.468
Managing and Leading 3.52 .648 3.62 .642 .070.791
Rel at i n g wi t h S tu d en t s 3.89 .831 3.98 . 613 .919.339
Rel at i n g wi t h Co m mu n it y 3.26 1.01 3 3.46 .948 1.024.312
Ch a l l e n g i n g t he P r o c e s s 3.60 .855 3.67 .788 .000.994
In sp ir in g a S h ar ed Vi s io n 3.36 .884 3.74 . 797 9.938.002
En ab li ng O th er s to A ct 3.90 .727 3.93 .535 .315.575
Mo d e l i n g t he W a y 3. 99 . 788 4.20 .574 5.022.026
En c o u r a g i n g t h e H ea r t 4.27 .723 4.27 . 638 .052.821
Lea d e rsh i p Pr a cti c es 3. 79 . 548 3.88 .449 .505.478
Note: M = Mean, SD = Standard Deviation, *p < .05.
Table 10.
Means and standard deviations and t-tests of teachers’ perceptions of
their creativity traits by gender (N = 289).
Dimensions Male Female
M SDM SD F Sig.
Passion for Work 4.11 .5854.20 .436 .420.518
Independence 4.02 .6544.03 .521 .001.977
Goal Setting 3.78 .7973.95 .463 1.077.300
Originality 3.90 .8084.09 .509 2.076.151
Flexibility 3.82 .7953.87 .579 .006.937
Wi d e R a n ge o f I n t e res t s 3.81 .8563. 74 .758 1. 353.246
Intelligence 3.87 .8433.62 .951 4.863.028
Motivation 4.09 .7874.04 .648 .324.570
Creativity Traits 3.93 .5653.97 .343 .000.998
Note: M = Mean, SD = Standard Deviation, *p < .05.
The Independent Sample t-test was used in order to find out if
there are significant difference between teachers’ perceptions in
basic and secondary schools regarding the eight creativity traits.
The results of the analysis of teachers’ perceptions for the eight
creativity traits by stage of schools are displayed in Table 13.
The results show that there were significant differences between
teachers’ perceptions in basic and secondary schools regarding the
creativity traits of Pa ssion f or Work, Goal Set ting, Wi de Range of
Interests, Intelligence and Motivation. It indicates also that there
was no evidence of any significant difference between the
teacher’s perceptions in basic and sec ondary schools regarding the
Table 11.
Shows means and standard deviations and ANOVA F-tests of teachers’
perceptions of their creativity traits by major of specialization (N =
289).
Social
Studies Islamic
Education
Creativity traits
M SD M SD
F Sig.
Pa s s i o n f or W o r k 4.09.553 4.19 .573 3.177.076
Independence 4.04.619 4.00 .655 .015.903
Go a l S e t t i n g 3.77.766 3.86 .729 1.548.214
Originality 3.90.785 3.98 .739 .580.447
Flexibility 3.84.691 3.81 .865 .006.940
Wi d e R a n ge o f I n t e res t s3. 77.831 3.85 .854 2.642. 105
Intelligence 3.80.866 3.86 .868 2.085.150
Motivation 4.11.766 4.05 .763 .000.986
Cr ea ti vi ty T ra i t s 3.93.520 3.96 .554 1.218.271
Note: M = Mean, SD = Standard Deviation, *p < .05.
Table 12.
Shows means and standard deviations and ANOVA F-tests of teachers’
perceptions of their creativity traits by educational experience (N =
289).
1-Less than
6 Years 6-Less than
10 Years More than
10 Years
Creativity
Traits MSDM SD M SD
F Sig.
Pa s s i o n f or W o r k4. 04.6434.29 .391 4.09 .544 4. 359.014
Independence 3.93.6574.23 .572 3.94 .604 6.017.003
Go a l S e t t i n g 3.76.7793.98 .664 3.68 .774 3. 235.041
Originality 3.88.8114.04 .687 3.90 .776 .879.416
Flexibility 3.79.7334.04 .635 3.65 .889 5.340.005
Wide Range of
Interests 3.70.7774.13 .868 3.59 .810 10.061.000
Intelligence 3.66.8684.13 .841 3.76 .808 6.476.002
Motivation 4.00.7994.24 .728 4.05 .724 1.539.216
Cr ea ti vi ty T ra i t s3.86.5444.14 .475 3.85 .523 7.393.001
Note: M = Mean, SD = Standard Deviation, *p < .05.
creativity traits of Independence, Originality and Flexibility.
Discussion
According to the perceptions of social studies and Islamic
education teachers, the results have shown that teachers were
perceived, by themselves, to be practicing all the leadership
dimensions and possess the creativity traits studied. This very
encouraging result also gave rise to the following observations
according to the research questions:
Research Question 1
To what extent do SS and IE teachers in Jordan perceive
that they demonstrate leadership practices as self reported?
With regard to the perceptions towards leadership practices, it
Copyright © 2013 Sci R e s.
658
S. AL-KARASNEH, A. JUBRAN
Table 13.
Shows means and standard deviations and t-test of creativity traits
between basic and secondary school teachers as perceived by them-
selves (N = 289).
Basic
(N = 125) Secondary
(N = 164)
Dimensions
M SD M SD
F Sig.
Passion
for Work 4.03 .5924.21 .526 5.422.021
Independence 3.94 .6554.09 .609 1.878.172
Go a l S e t t i n g 3. 70 .8193. 88 .690 3.902.049
Originality 3.87 .8173.98 .726 .890.346
Flexibility 3.73 .8873.91 .642 3.616.058
Wide Range of
Interests 3.62 .8663.94 .793 10.040.002
Intelligence 3.62 .8803.98 .823 10.005.002
Motivation 3.86 .7934.26 .695 17.669.000
Creativity Traits 3.81 .5884.04 .465 10.721.001
Note: M = Mean, SD = Standard Deviation.
may be seen that while the categories of behavior pertaining to
traditional aspects of educational leadership, viz. “Encouraging
the Heart, Observing Moral Value System, Modeling the Way”
and “Building a Positive Culture, were perceived by teachers
themselves to be highly practiced, those categories of behavior
pertaining to modern elements of leadership, most notably repre-
sented by “Relating with Community and Inspiring a Shared Vi-
sion” were perceived by teachers to be less practiced, suggesting
more emphasi s o n moral aspects of leadership. Giving mo re atten-
tion to the modern leadership elements mentioned above may
allow social studies and Islamic education teachers to benefit from
ideas developed and refined by western scholars to further im-
prove their perceptions of their practices as classroom leaders
towards world class standards, at the same time maintaining their
moral priorities. In terms of providing an effective learning envi-
ronment in a classroom in its c o mplex endeavor, research findings
continuously have shown that the key to successful management
is the teacher’s ability to manage the classroom and to organize
instruction (Brophy, 1983, 1988; Brophy & Alleman, 1998).
Research Question 2
To what extent do SS and IE teachers in Jordan perceive
that they demonstrate creativity traits as self reported?
The result of the present study revealed that t o some exte nt, the
perceptions of social studies and Islamic education teachers of the
schools in Jordan indicated that teachers had and practiced the
eight creativity traits. Howe ver, the ideal si tuati on shou ld be when
the teachers have and practice these creativity traits to a very high
level. As for Passion for Work, social studies and Islamic educa-
tion teachers as classroom leaders should be committed to those
things that they believe in. They should ha ve persistence in work-
ing through the solution to a problem. Demonstration of enthusi-
asm for what teachers do is essential in having the passion for
work at t he cla ssro om s.
Research Question 3
Is there any relationship between the leadership practices
of SS and IE teachers and their creativity traits in Jordan
as self reported?
The correlation between the results of the ten leadership di-
mensions together and the eight creativity traits of teachers was
positively significant. This relationship means that wherever the
ten leadership dimensions are found, the creativity traits will be
identified and vice versa. In other words, the teachers who think
they are exhibiting the leadership dimensions will easily dis-
play the creativity traits and vice versa. This proposed that
teachers’ perceptions might indicate that the more leadership
dimensions they practice, the more creative they could be.
Research Question 4
Is there any significant difference as p < .05 in the lead-
ership practices of SS and IE teachers as self reported ac-
cording to gender, specialization, educational experience,
and stage of schools?
The factor concer ning ge nde r gave rise to so me v ery intere sting
observations. Apparently, there is an overall difference between
female and males’ teachers’ perceptions in practicing leadership
domains; female teachers perceived themselve s better than males.
Particularly, the difference was seen between female and male
teachers regarding the practice of “Relating with Community”
domain. This could possibly attribute to the females’ emo-
tional nature. For Wilson (1992) human females tend to be
higher than males in empathy, verbal skills, and social skills.
Consequently, female teachers are more likely to promote
greater attention of social and affective aspects whether inside
or out side schools. Consistent with the objectives and aims of
teaching Islamic and social studies aspects, the quality of being
sociable is presumed as the most important feature of the Islamic
and social studies teache rs. They should have a sound social phi-
losophy and they should make their best contribution to the soci-
ety. Islamic and socials studies teachers with responsibility for
helping children and young people are required to help students
respect each other’s values, thoughts, and differences (Ross,
2006).
Meanwhile, the analysis revealed that there was no significant
difference regarding the variable of specialization. This might be
due to the nature of the subject matter knowledge of the both areas,
since the core of this knowledge area revolves around human
value system. Moreover, in the literature social studies, religious
education aspects are deemed as part of social studies content
kn o wl e d g e ( R oss, 2006).
With regard to the educational experience variable, the
analysis showed that there was a significant difference between
the three groups of teachers with reference to “Managing and
Leading” and “Relating with Students” dimensions. Experi-
enced teachers group with “6-less than 10 years” were better
than the other two groups. For the researchers, this group of
teachers can be more effective than the others. Teachers at this
level of experience might be seen as enthusiastic, motivated and
have ample opportunities to communicate (Rice, 2010). For
Hersey (2002), there is a strong correlation between the leader-
ship practices and the motivation. Teachers might be able to
work cooperatively and communicate effectively with students
and share with others e.g. parents, and other members of the
community. To help students engage in the classroom decision-
Copyright © 2013 Sci R e s. 659
S. AL-KARASNEH, A. JUBRAN
making processes, teachers ought to allow open discussions and
exchange of views and practice the shura (consultation) before
making decisions. For Tinzm an, Jones, Fennimore, Bakker, Fine,
and Pie rce (1990) students’ engagement in the classroom’s deci-
sions lead to higher group and individual achievement, higher-
quality reasoning strategies, more frequent transfer of these from
the group to individual members, more metacognition, and more
new ideas and solutions to problems. Since deal closely with
students, they have a strong influence on their trust and confi-
dence.
According to teachers’ perceptions, secondary social studies
and Islamic education teachers were better than basic school
teachers in practicing “Inspiring a Shared Vision”. This result
might be justified regarding students level in the secondary
stage that teachers deal with. Mooney (2000) cited that students
who come to this stage are reasonably well prepared with ade-
quate academic skills to gain higher levels of literacy, knowl-
edge, skills and values, the core elements of school education.
In addition the levels of thinking of abstract concepts and es-
tablishing social identity and importance of peer group would
increase substantially. Secondary students might be more obe-
dient, understandable and aware of their teachers’ instructions.
Also, they are concerned with achieving a high level of per-
formance (Dahar et al., 2010). On the other hand, teachers’
perceptions shown that secondary school teachers were better
than basic school teachers in practicing all of the creativity traits.
Therefore, students’ characteristics in this stage ought to affect
and develop both teachers’ perceptions of creativity traits and
their leadership practices.
Research Question 5
Is there any significant difference as p < .05 in creativity
traits of SS and IE teachers as self reported according to
gender, specialization, educational experience, and stage of
schools?
Although, the results showed that there was no significant dif-
ference between the teacher s’ creativity traits regarding their gen-
der, apparently, female teac hers were practicing most of the crea-
tivity traits better than the males except for Wide Range of
Interests, Intelligence and Motivation. These findings are incon-
sistent with the results of Spiel and Von Korff’s (1998) study,
which reported that male teachers mostly associated “novelty”
with creativity. Besides, Stoycheyva’s work (1996) that female
mostly associate idea to creativity, whilst males mainly focus on
the aspect of “innovation”. In addition, males use the concept of
“desire” as important in c reativity and fe males frequently descri be
creativity by what it is not.
Islamic education teachers were found to be perceived the
creativity traits better than social studies teachers except for
Independence, Flexibility and Motivation. Although there were
no significant differences regarding this variable, the results
could be justified due to the fact that Islamic education teach-
ers’ subject content knowledge is mainly concerned in religious
rules and teachings.
According to the results, there was a significant difference
between teachers with different teaching experiences. Experi-
enced teachers group with “6-less than 10 years” were better
than the other two groups in connection to the Independence,
Flexibility, Wide Range of Interests, and Intelligence domains.
Teacher at this level show determined intellectual curiosity and
interest in achieving a higher level of success in their classroom
interactions. They seem to perceive themselves as creative
teachers who generate a great deal of enthusiasm and produc-
tivity. Teachers at this level might be considered as productive
teacher. Being a productive teacher was argued by Brophy
(1983) to be reactive rather than proactive, listening to students
and shaping teaching in directions. These characteristics re-
flects who teachers flexible and Independent are.
Accordingly, taking creativity traits and leadership practices
into a proper consideration, social studies and Islamic education
teachers will be able to lead and mange their classrooms effec-
tively and successfully, as long as they adhere to the dimensions
mentioned above. Teachers will be able to lead their respective
classrooms in a way that allow them to cope with the daily
changes and be ready to face the future.
Recommendations
Although the researchers dealt with the topic in all earnest-
ness, there are many limitations in terms of their knowledge
and time framework. Therefore, this work is still far from per-
fect and complete in studying the leadership and creativity of
teachers in Jordan. The researchers, therefore, would suggest
the following recommendations to enhance the status of educa-
tional leadership and creativity:
1) Courses on educational leadership in universities, colleges
and teachers training institutions should incorporate the skills
of classroom management, leadership and creativity. This will
enable these institutions to produce sound, knowledgeable and
skillful teachers and administrators who are able to serve Jor-
danian society.
2) Social studies and Islamic education teachers in educa-
tional institutions should practice the right way of classroom
leadership. They should be competent and possess good char-
acter (manner) so that they can be role models for others espe-
cially the younger generation.
3) Social studies and Islamic education teachers as educa-
tional leaders should make a great effort to create a sound and
healthy environment for their educational organization. Such an
environment will help to accomplish the objectives of the insti-
tution.
4) The ten leadership dimensions that have been studied
could be a guideline for selecting new teachers for the schools.
Creativity traits could be considered as criteria of the evaluation
process for the school teachers.
5) As the study focused on classroom leadership and creativ-
ity of the teachers and their relationships with the students, a
study could be carried out to focus on the relationship between
the leadership dimensions and the students’ achievements on
one hand, and the relationship between the creativity traits of
the teachers a n d the students’ achievements on the other hand.
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