ABSTRACT

The purpose of this study was to investigate the structural relationships among classroom environment, teacher efficacy, teacher-child interactions, and children’s cognitive ability and creativity. We adopted Structural Equation Model (SEM) to analyzed data of 949 from the 5th year of Korean Children and Youth Panel Survey and the major findings of this study are as follows. First, there was a significant structural relationship among classroom environment, teacher efficacy, teacher-child interactions, and children’s cognitive ability and creativity. Second, well structured and decorated classroom positively influenced on teacher efficacy, teacher-child interactions, and children’s cognitive ability. However, classroom environment influenced on children’s creativity only through teacher efficacy and children’s cognitive ability. In other words, there was no direct relationship between classroom environment and children’s creativity. Third, teacher efficacy showed a direct significant influences on teacher-child interactions, and children’s cognitive ability whereas it showed an indirect influences on children’s creativity by children’s cognitive ability. Fourth, children’s cognitive ability signifiant influenced on children’s creativity. Accordingly, this study suggests that certain personal and environmental intervention variables should be considered in order to develop the most effective program to improve children’s creativity.

KEYWORD

classroom environment, teacher efficacy, teacher-child interactions, cognitive ability, creativity

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