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My Dissertation: CREATIVE STYLES AND PERSONALITY TRAITS OF MALAY LANGUAGE TEACHERS

Acknowledgements and Tables of Contents

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Acknowledgements and Tables of Contents
Chapter 1 - Introduction
Chapter 2 - Literature Review
Chapter 3 - Research Methodology
Chapter 4 - Results
Chapter 5 - Discussion and Conclusion
References
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ACKNOWLEDGEMENTS

  

I would like to express my gratitude to Dr. Kamsiah Abdullah, who has given me invaluable support and guidance and tirelessly read with such meticulous care the drafts I have submitted to her. Her patience and guidance in seeing the completion of this study help to shape the outcome of this research.

 

I would also like to thank all teachers and friends who volunteered their time and energy to complete the survey questionnaire as well as their encouragement in the pursuit of my thesis.

 

To my wife, Wardah binte Sulaiman and my kids, Wan Siti Zulaikha, Wan Muhammad Aliff, Wan Muhammad Ariff and Wan Muhammad Haris Murshidi who have suffered my long hours of absence from home uncomplainingly, thank you for all the support. Without their support, the completion of this research seemed impossible.

 

Last but not least, thanking you, Allah, for giving me the strength to complete this challenging yet fruitful task.

TABLE OF CONTENTS

 

Page

ACKNOWLEDGEMENTS…………………………………………………..............

ii

TABLE OF CONTENTS……………………………………………………………..

iii

LIST OF TABLES…………………………………………………………………….

v

LIST OF FIGURES………………………………………………………….............

vi

ABSTRACTS…………………………………………………………………………..

vii

 

 

 

Chapter 1          INTRODUCTION

 

1.1    

Introduction…………………………………………………………………...

1

1.2    

Statement of the problem………………………………………….............

6

1.3    

Related Issues in the Field of Creativity and Personality………............

7

1.4    

Objectives of the study……………………………………………………… 

10

1.5    

Significance of the study ……………………………………………………

10

 

 

 

Chapter 2          REVIEW OF LITERATURE

 

2.1    

Introduction…………………………………………………………………...

12

2.2    

Study of Creativity in Singapore……………………………………………

12

2.3     

Ambiguities in Studies of Creative Personality …………………………..

14

2.4    

Kirton’s Adaption-Innovation (KAI) Theory ……………………………….

21

2.5    

Facets scales of the KAI  …………………………………………………..

24

2.6    

The KAI and Behaviour……………………………………………………...

27

2.7    

The KAI and Personality…………………………………………………….

29

2.8    

Creative Styles and Personality Traits of Singapore Teachers…………

33

2.9    

Traits Theory and Big Five of Personality Model ………………………...

34

2.10  

Big Five Personality Model………………………………………………….

36

2.11  

Criticism ………………………………………………………………………

44

2.12

Relationship between Creativity and Personality…………………………

46

 

 

 

Chapter 3          RESEARCH METHODOLOGY

 

3.1

Introduction…………………………………………………………………...

49

3.2

Definition of Terms and Variables………………………………………….

49

3.3

Research Questions…………………………………………………………

54

3.4

Purpose of Study…………………………………………………………….

54

3.5

Hypotheses…………………………………………………………………...

57

3.6

Subjects – First Group of Malay Language Teachers……………………

63

3.7

Subjects – Second Group of Malay Language Teachers………………..

66

3.8

Instrumentation ………………………………………………………………

69

3.9

Goldberg’s International Personality Item Pool (IPIP) …………………..

69

3.10

The Development of a Common Item Format by Goldberg (1999) ……

71

3.11

Comparison with the Five major inventories by Goldberg ……………..

73

3.12

New IPIP scales compare to their original counterparts by Goldberg …

73

3.13

An Adapted Personality Instrument used in the study …………………..

76

3.14

Kirton Adaption-Innovation Inventory (KAI) ………………………………

77

3.15

Qualitative Data - Open Ended Questions on Creativity………………...

80

3.16

Procedure …………………………………………………………………….

81

3.17

Pilot Study ……………………………………………………………………

82

3.18

Statistical Method of Analysis …………………………………….............

83

3.19

Second Stage Study - Similar Study on Second Group of Malay Language Teachers………………………………………………………….

84

 

 

Chapter 4      RESULTS

 

4.1

Introduction …………………………………………………………………..

85

4.2

First Stage Study - Descriptive Statistics …………………………………

86

4.3

First Stage Study - Personality Differences between Adaptors and Innovators ……………………………………………………………………

88

4.4

First Stage Study - Relationship between Creative Style Preferences and Personality ………………………………………………………………

89

4.5

First Stage Study - Summary of Hypothesis ……………………………..

92

4.6

Second Stage Study - Findings of Similar Study on Second Group of Malay Language Teachers …………………………………………….......

93

4.7

Second Stage Study - Personality Differences between Adaptors and Innovators – Second Group of Malay Language Teachers …………….

95

4.8

Second Stage Study - Relationship between Creative Style Preferences and Personality Traits – Second Group of Malay Language Teachers………………….......................................................

96

4.9

Qualitative Analysis - Results of the Open Ended Questions ………….

97

4.9.1

Problems Faced by Respondents in Being Creative…………………….

98

4.9.2

The Issues of Training……………………………………………………….

102

4.9.3

Factors That Hinder Respondents’ Creativity…………………………….

105

4.9.4

Definition of Creativity……………………………………………………….

 

109

Chapter 5      DISCUSSION AND CONCLUSION

 

5.1

Introduction …………………………………………………………………..

113

5.2

Discussion of Findings ……………………………………………………...

113

5.3

Teacher’s Recruitment and Training ………………………………………

116

5.4

Factors Hindering Teachers’ Creativity …………………………………...

119

5.5

Desired Quality to be nurtured in pupils …………………………………..

121

5.6

Better Understanding and Appreciation of one another ………………...

121

5.7

Teachers’ Definition of Creativity ………………………………………….

123

5.8

Implication of Study …………………………………………………………

124

5.9

Limitation of Study ………………………………………………….............

128

5.10

Suggestion for Future Research …………………………………………..

132

5.11

Conclusion …………………………………………………………………...

133

 

 

 

REFERENCES ………………………………………………………………………

136

LIST OF APPENDIXES

 

A

Sample Questionnaire …………………………………………………….

150

B (i)

ML teachers’ Feedback (Malay version) – First Stage…………………

156

B (ii)  

ML teachers’ Feedback (Malay version) – Second Stage………………………………………………………………………...

160

C (i)

First Stage Study - Groups Statistics and T-Tests - First Group of ML Teacher……………………………………………………………………...

167

C (ii)

Second Stage Study - Groups Statistics and T-Tests - Second Group of ML Teacher ……………………………………………………………...

171

D (i)

Reliability Results- First Group of ML Teachers………………………...

175

D (ii)

Reliability Results- Second Group of ML Teachers…………………….

177

E

Samples of Administered Questionnaires ………………………………

179

 

 

LIST OF TABLES

 

Table

 

Page

1

Theories of creativity – Some possible Clusters

20

2

Behavioural Descriptions of Adaptors and Innovators

27

3

Characteristics of KAI

28

4

Goldsmith’s model of relationships among abilities, traits, styles and behaviour

32

5

The Big Five Trait Factors and Illustrative Scales

40

6

Characteristics of the IPIP Scales Measuring the Big-Five Domains (Shorter version) by Goldberg (1999)

76

7

Descriptive Information for Three Personality Traits

76

8

Descriptive Information for the KAI scales

80

9

First Stage Study - Means, Standard Deviations and Reliabilities of the KAI and IPIP Scales (1st  Group of ML teachers)

86

10

First Stage Study - t-test for independent samples of innovators and adaptors (1st  Group of ML teachers)

88

11

First Stage Study - Correlation between KAI and Personality Scores (1st  Group of ML teachers)

90

12

First Stage Study - Summary of Findings Concerning the Various Hypotheses

92

13

Second Stage Study - Means, Standard Deviations and Reliabilities of the KAI and IPIP Scales (2nd Group of ML teachers)

94

14

Second Stage Study - t-test for independent samples of innovators and adaptors (2nd group of ML teachers)

94

15

Second Stage Study - Correlation between KAI and Personality Scores (2nd Group of ML teachers)

96

16

First Stage Study – Respondents’ Response to the First Open Ended Question

98

17

Second Stage Study – Respondents’ Response to the First Open Ended Question

99

18

First Stage Study - Respondents Response to the Second Open Ended Question

102

19

Second Stage Study - Respondents Response to the Second Open Ended Question

103

20

First Stage - Respondents’ Response to the Third Open Ended Question

105

21

Second Stage Study - Respondents’ Response to the Third Open Ended Question

107

22

First Stage Study - Respondents’ Response to the Fourth Open Ended Question

109

23

Second Stage Study - Respondents’ Response to the Fourth Open Ended Question

111

 

LIST OF FIGURES

 

FIGURE

 

Page

1

First Stage Study - Histogram showing Ages of Respondents

 

63

2

First Stage Study - Histogram showing Educational level  of respondents

64

3

First Stage Study - Histogram showing the types of school of respondents

64

4

First Stage Study - Histogram showing the stream level  of respondents

65

5

First Stage Study - Histogram showing working experience  of respondents

65

6

Second Stage Study - Histogram showing Ages of Respondents

 

66

7

Second Stage Study - Histogram showing Educational level  of respondents

67

8

Second Stage Study - Histogram showing the types of school of respondents

67

9

Second Stage Study - Histogram showing the stream level  of respondents

68

10

Second Stage Study - Histogram showing working experience  of respondents

68

11

First Stage Study - Distribution of KAI scores in our Sample of Singapore Malay Language Teachers

87

12

Second Stage Study - Distribution of KAI scores in our Sample of Singapore Malay Language Teachers

94

CREATIVE STYLES AND PERSONALITY TRAITS OF MALAY LANGUAGE TEACHERS