Akademik Veri Yönetim Sistemi
THINKING SKILLS AND CREATIVITY, cilt.39, 2021 (SSCI)
The aim of this study is to measure whether there is a relationship between classroom teachers? sensitivity to creativity phenomenon and their level of mathematical thinking. While the universe of the research is the classroom teachers working in city located in the Southeastern Anatolia part of Turkey, the sample is 509 classroom teachers who work in various schools in the center of city. In the study, firstly, the SenSel Creativity-Sensitization and Self Questionnaire for Educators and Teachers was adapted to Turkish and then the mathematical thinking levels of the teachers were measured with the "Mathematical Thinking Scale". Confirmatory factor analysis was performed with the Lisrel program to test the model fit of the item-factor structure of the test during the adaptation phase, and the Cronbach?s Alpha coefficient and McDonald?s Omega Coefficient were calculated for reliability analyses. In the second stage of the study, the correlation of the Educators? Sensitivity to Creativity Test and the Mathematical Thinking Scale were investigated. At this stage, normality test (Kolmogrov Smirnov), descriptive statistics, Pearson product moment correlation analysis, regression analysis, T-test and single factor ANOVA operations were done with SPSS 23 program. Considering the results of the research, the Test of the Educators? Sensitivity to Creativity was adapted to Turkish; while CFA results suggested adequate model fit, the Cronbach Alpha coefficient was .96, McDonald?s Omega coefficient was determined as .97 and the test was determined to be highly reliable. In the second stage, a positive significant relationship was found between the classroom teachers? sensitivity to creativity and their level of mathematical thinking, and it was determined that the level of sensitivity to creativity phenomenon explained 22 % of classroom teachers? mathematical thinking levels. Some suggestions were made according to the results of the study.