FACTORS INFLUENCING CREATIVE TEACHING AMONG …

FACTORS INFLUENCING CREATIVE TEACHING

AMONG TEACHERS IN ISLAMIC PRIVATE SCHOOLS

IN KUALA LUMPUR

BY

POPOOLA KAREEM HAMED

A dissertation submitted in fulfilment of the requirement for

the degree of Master of Education in Curriculum and

Instruction

Kulliyyah of Education

International Islamic University Malaysia

JULY 2015

ii

ABSTRACT

Creative teaching is considered as an essential technique and a systematic learning

approach in education that brings delight and meaning to an individual’s condition.

An absence of creativity leads to the lack of art, literature, science, innovation,

problem solving and progress. The recent calls in education for an implementation of

authentic activities and real world problem solving necessitate students’ engagements

with contents of curriculum in flexible and creative ways of teaching. However,

Muslims were dissatisfied with the traditional method of teaching in Islamic schools

as they realized that this method of teaching does not allow for critical and creative

thinking; leaving Muslim educators in a dilemma. This study is generally aimed to

investigate the factors influencing creative teaching amongst the teachers of Islamic

private schools (IPS). This study used quantitative research method which consisted

of surveys adopted from the questionnaires for creative teaching factors and

administered to 180 teachers from four selected Islamic schools. A stratified sampling

technique was used in this study. The data was analysed quantitatively using the

descriptive analysis, Independent Sample t-Test and ANOVA. The findings showed

that the creative teaching of teachers in IPS is profoundly influenced by motivation,

personal effort, learning attitude, teaching belief, school environment, teaching

commitment, personal knowledge and growing up experience. In addition, the result

identified the main factors influenced creative teaching of teachers at IPS was the

personal efforts, teaching beliefs, teaching commitment and personal knowledge.

Lastly, the findings indicated that there were statistically significant differences in

some factors influencing creative teaching of teachers at IPS in terms of respondents’

demography while others were not significant. Based on the findings, the researcher

suggested the need for a solid body of experienced creative professional in response to

the diverse range of attitudes towards creative teaching among the Islamic private

schools.

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خلاصة البحثABSTRACT IN ARABIC

يعتبر التدريس الإبداعي كتقنية أساسية وأسلوب التعلم المنظم في مجال التعليم التي تجلب البهجة لعلوم والابتكار والمعنى إلى حالة الأفراد. عدم وجود الإبداع يؤدي إلى نقص في الفن والأدب وا

وحل المشكلات والتقدم. الدعوة الحديثة في التعليم لتنفيذ الأنشطة الأصيلة وحل مشكلة العالم الحقيقي تتطلب التزام الطلاب مع محتويات المناهج الدراسية بطرق مرنة ومبتكرة للتدريس. ومع

لمدارس الإسلامية؛ لأنهم ذلك، كان المسلمون غير راضين مع الطريقة التقليدية في التدريس في اأدركوا أن المناهج التعليمية المتاحة لا يفتح مجالا للتفكير النقدي والإبداعي. وهذا جعل معظم التربويين من المسلمين في موقف مأزق. وتهدف الدراسة الحالية بشكل عام للتحقيق في العوامل

الخاصة. استخدمت هذه الدراسة المؤثرة في التدريس الإبداعي لدى معلمي المدارس الإسلامية طريقة البحث الكمي الذي يتألف من المسح المعتمدة من الاستبيان للعوامل التدريس الإبداعي

معلما من أربع مدارس إسلامية مختارة. وكما تم استخدام تقنية أخذ العينات 180ووزعت على التحليل الوصفي ونموذج اختبار الطبقية في هذه الدراسة. أما بنسبة تحليل البيانات، اسُتخدم

(. وأظهرت النتائج أن التدريس ANOVA)( وانوفا INDEPENDENT T-TESTمستقل )الإبداعي للمعلمين في المدارس الإسلامية الخاصة يتأثر بعمق مع الدافع النفسية والجهد الشخصي، وسلوك التعلم ، ومعتقدات التعليم والبيئة المدرسية، والالتزام التعليمي والمعرفة

ت الشخصية، والمعتقدات التعليمية، الشخصية والخبرة المتنامية. وكما أظهرت النتائج أن المجهوداعلى المعلمين في التدريس الإبداعي من العوامل والالتزام التعليمي والمعرفة الشخصية أكثر تأثيرا

وأخيرا، أشارت النتائج إلى وجود فروق ذات دلالة إحصائية في بعض العوامل المؤثرة .الأخرىمن حيث البيانات الشخصية لدى ية الخاصةالتدريس الإبداعي للمعلمين في المدارس الإسلام

المستجيبين بينما كان البعض الآخر ليس فيها فروق كبيرة. وبناء على هذه النتائج، وتوصي الباحث إلى ضرورة وجود هيئة قوية من ذوي الخبرة المهنية الإبداعية للاستجابة إلى مجموعة متنوعة

رس الإسلامية الخاصة. من المواقف تجاه التدريس الإبداعي بين المدا

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education in Curriculum and

Instruction.

………………………………….

Abdul Shakour Duncan Preece

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable

standards of scholarly presentation and is fully adequate, in scope and quality, as a

dissertation for the degree of Master of Education in Curriculum and Instruction.

………………………………….

Che Noraini Hashim

Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and

is accepted as a fulfilment of the requirement for the degree of Master of Education in

Curriculum and Instruction.

………………………………….

Tahraoui Ramdane

Head, Department of Curriculum

and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a

fulfilment of the requirement for the degree of Master of Education in Curriculum and

Instruction.

………………………………….

Nik Ahmad Hisham Ismail

Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigation, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Popoola Kareem Hamed Signature………………..……. Date …..............................

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COPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AN AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright © 2015 Popoola Kareem Hamed. All rights reserved.

FACTORS INFLUENCING CREATIVE TEACHING AMONG

TEACHERS IN ISLAMIC PRIVATE SCHOOLS IN KUALA

LUMPUR No parts of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may

be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system

and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Popoola Kareem Hamed

………………………………… …………………

Signature Date

vii

DEDICATION

I dedicate this dissertation to my precious family: My beloved father, although you

have answered the call of nature, your legacy of wisdom, integrity and courage will

go on forever. Almighty Allah will grant you Al Jannah, Inshallah.

This dissertation is also dedicated to my treasured and adored mother in appreciation

of her sympathetic encouragements, prayers and reassurances given to me during my

study. I pray that you shall reap the fruit of your labor.

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AKNOWLEDGEMENTS

All praise be to the great grand architect, uncreated creator of the universe (Almighty

Allah SWT), for bequeathing me with potency, persistence and patience in

successfully completing this dissertation. I would also like to express my gratitude and

submission to Allah SWT who upheld my decision to make a radical turn in my life to

embark in graduating and fulfilling my success at the International Islamic University

Malaysia.

I am immensely thankful to my supervisor Dr. Abdul Shakour Duncan Preece

of the Department of Curriculum and Instruction for his continuous guidance, advice,

effort and praiseworthy, estimable input throughout the research.

I greatly appreciate the help from many illustrious, eminent and distinguished

individuals such as: Asst. Prof. Dr. Mohd Burhan Ibrahim, Asst. Prof. Dr. Joharry

Othman, Assoc. Prof. Dr. Suhailah Hussien, Asst. Prof Dr. Sharifah Sariah Syed

Hassan Shahabudin and Dr. Wan Mazawati Wan Yusoff for their suggestions and

their prestigious time used to assist me intellectually, academically and cerebrally in

achieving a commemorative goal to write a good article of work.

My prodigious gratitude is also due to all my talented, knowledgeable and

skillful lecturers through whom I have been impacted with knowledge and a way of

creating my own image. They taught us with soul, May Allah spare their souls.

Additionally, a million thanks are due to all my colleagues at UIA in general

and at the of Kuliyyah of Education in specific whom have which played an

influential role in my academic performances.

I would not forget to extend my gratification to the Kulliyyah of education

postgraduate administration office with the efforts of the staff in providing the

necessary letters, materials and information necessary in my journey of this research.

Last but not least, I would like to express my deepest gratitude to my late

beloved father. Almighty Allah will grant you Al Jannah, Inshallah. My mother for

encouraging and supporting me throughout the study and everyone for their

contribution to my study, directly or indirectly, inspiring the best ideas for my writing.

Thank you very much.

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TABLE OF CONTENTS

Abstract .................................................................................................................... ii Abstract in Arabic .................................................................................................... iii Approval Page .......................................................................................................... iv

Declaration ............................................................................................................... v Copyright Page ......................................................................................................... vi Dedication ................................................................................................................ vii Aknowledgements .................................................................................................... viii List of Tables ........................................................................................................... xii

List of Figures .......................................................................................................... xiv

CHAPTER ONE: INTRODUCTION ................................................................. 1 1.1 Background of the Study ........................................................................ 1 1.2 Statement of the Problem........................................................................ 4 1.3 Research Objectives................................................................................ 5 1.4 Research Questions ................................................................................. 6

1.5 Null Hypothesis: ..................................................................................... 7 1.6 Significance of the Study ........................................................................ 7

1.7 Limitation of the Study ........................................................................... 8 1.8 Definition of Terms ................................................................................ 8

1.8.1 Creativity ....................................................................................... 8

1.8.2 Curriculum .................................................................................... 9

1.8.3 Creative Teaching ......................................................................... 9 1.8.4 Creative Teacher ........................................................................... 10 1.8.5 Teaching for Creativity ................................................................. 10

1.9 Conclusion .............................................................................................. 10

CHAPTER TWO: RELATED REVIEW OF RESEARCH LITERATURE ... 11 2.1 Introduction............................................................................................. 11

2.2 Aims of Islamic Education ..................................................................... 11 2.3 Creativity and Education ........................................................................ 12 2.4 Creativity Movement in Teaching .......................................................... 15

2.5 Creative Teaching in Islamic Schools .................................................... 18 2.6 Characteristics of a Creative Teacher ..................................................... 20

2.6.1 Personal characteristics ................................................................. 23 2.6.2 Pedagogical ................................................................................... 24

2.6.3 Ethos.............................................................................................. 24 2.7 Teaching Creatively ................................................................................ 25 2.8 Factors Affecting Creative Teaching ...................................................... 27 2.9 Chapter Summary ................................................................................... 29

CHAPTER THREE: RESEARCH METHODOLOGY .................................... 30 3.1 Introduction............................................................................................. 30 3.2 Research Design ..................................................................................... 30 3.3 Population of Interest .............................................................................. 31 3.4 Sample and Sampling Procedure ............................................................ 32

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3.4.1 Sample Size Determination ........................................................... 32 3.5 Stratified Sampling Procedure ................................................................ 34 3.6 Instrumentation ....................................................................................... 35

3.7 Development of instrument .................................................................... 35 3.8 Validity and Reliability .......................................................................... 37 3.9 Data Collection Procedure ...................................................................... 38 3.10 Ethical Considerations .......................................................................... 39 3.11 Pilot Test ............................................................................................... 39

3.12 Data Analysis Methods ......................................................................... 40 3.13 Chapter Three Summary ....................................................................... 42

CHAPTER FOUR: FINDINGS AND ANALYSIS OF RESULTS ................... 43 4.1 Introduction............................................................................................. 43

4.2 Respondents’ Demographic Background ............................................... 44 4.3 Descriptive Statistics Findings from Section B ...................................... 47

4.4 Research Findings on the Main Factor(s) Influencing Teachers’

Creative Teaching at Islamic Private Schools (IPS) ............................... 65 4.5 Findings on the Significant Differences in the Factors Affectig

Creative Teaching at Islamic Private Schools Among Teachers of

Different (Gender) .................................................................................. 67 4.6 Findings on the Significant Difference in the Factors Affecting

Creative Teaching at Islamic Private Schools Among Teachers of

Different (Age, Highest Academic Qualification, Teaching

Experience and Subject Taught) ............................................................. 73

4.7 Summary ................................................................................................. 86

CHAPTER FIVE: SUMMARY, DISCUSSION AND

RECOMMENDATIONS ....................................................................................... 88 5.1 Intruduction............................................................................................. 88 5.2 Summary of the Study ............................................................................ 88 5.3 Discussions ............................................................................................. 90

5.3.1 Factors influencing creative teaching of teachers in Islamic

Private Schools (IPS). ................................................................... 90 5.3.2 The main Factors influencing creative teaching of teachers in

Islamic Private Schools (IPS). ...................................................... 90 5.3.3 Significant differences in the factors affecting creative

teaching at Islamic private schools among teachers of

different genders. .......................................................................... 91

5.3.4 Significant differences in the factors affecting creative

teaching at Islamic private schools among teachers of

different age, highest academic qualification, teaching

experience and subject taught. ...................................................... 91 5.4 Implications ............................................................................................ 92 5.5 Recommendations for Future Research .................................................. 93

5.6 Conclusion .............................................................................................. 94

BIBLIOGRAPHY .................................................................................................. 98

APPENDIX 1: QUESTIONNAIRE ........................................................................ 106

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APPENDIX 2: QUESTIONNARES / SOAL SELIKI .......................................... 110 APPENDIX 3: DETAILED DISTRIBUTION OF AGREEMENT FROM

RAW OUTPUT ....................................................................................................... 117

APPENDIX 4: FOR DETERMINING SAMPLE SIZE FRM A GIVEN

POPULATION ........................................................................................................ 123 APPENDIX5: DETERMINATION CRITERION OF SAMPLE SIZE

THROUGH THE CONFIDENCE INTERVAL AND MARGIN OF ERROR

(ACCURACY) ......................................................................................................... 125

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LIST OF TABLES

Table No. Page No.

3.1 Stratified Sampling Procedure 34

3.2 Factors and Number Items 36

3.3 Content of Questionnaire for the Creativity Measurement in Islamic

School Curriculum 36

3.4 Means, Standard Deviations, and Internal Consistency Reliability of

the factors 38

3.5 Data Analysis 40

4.1 Frequencies and Percentages of participants according to their

gender n= 180 45

4.2 Frequencies and Percentages of participants according to their age

brackets (n= 180) 45

4.3 Frequencies and Percentages of participants looking at their highest

academic qualification (n= 180) 46

4.4 Frequencies and Percentages of participants based on their years of

teaching experience (n= 180) 46

4.5 Frequencies and Percentages of participants’ subject taught (n= 180) 47

4.6 Motivation and Creative teaching (CT) of IPS teachers Frequencies,

Percentages, Means and Standard deviation 48

4.7 Knowledge of the Contents of IPS Teachers towards CT

Frequencies, Percentages, Means and Standard deviation 50

4.8 Learning Attitude of IPS teachers towards Creative teaching (CT)

Frequencies, Percentages, Means and Standard deviation 52

4.9 Teaching belief of IPS Teachers towards CT Frequencies,


4.10 Role of School Environment of IPS teachers on their Creative

teaching (CT) Frequencies, Percentages, Means and Standard

deviation 57

4.11 Teaching Commitment of IPS Teachers towards CT Frequencies,


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4.12 Personal Efforts of IPS Teachers towards CT Frequencies,


4.13 Growing up experience of IPS Teachers towards CT Frequencies,


4.14 Analysis of main factor (s) influencing creative teaching of IPS

teachers 66

4.15 The mean and SD differences for perception between male and

female teachers Group Statistics 68

4.16 Independent Sample T – Test To Analyze The Significant

Differences In The Factors Affecting Creative Teaching At

Islamic Private Schools Among Teachers Of Different Gender 69

4.17 Teachers’ Categories In Terms of Age Differences 73

4.18 Test of Homogeneity of Variances 75

4.19 ANOVA TEST 76

4.20 Teachers’ Categories In Terms of Respondents’ Highest academic

qualification Differences 77


4.22 ANOVA 79

4.23 Teachers’ Categories In Terms of Respondents’ Teaching

Experience Differences 80


4.25 ANOVA TEST 82

4.26 Teachers’ Categories In Terms of Respondents’ Subject Taught

Differences 83


4.28 ANOVA TEST TABLE 85

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LIST OF FIGURES

Figure No. Page No.

2.1 Diagram to represent a framework for creative teaching 23

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is the bedrock that reflects the values of society and shapes the nature of

human beings. Education for some means the transmission of common beliefs, values,

and norms of the adult generation to youth. School curriculum therefore plays a

remarkable role in the maintenance and order of society. Learning takes place through

the experiences that the learner has inside and outside school, while the curriculum

assists its planning and organizing this experience into an organized in system towards

measurable goals. Therefore, creative and innovative ideas are becoming seemingly

crucial for the knowledge development of this 21st century. Both of these terms

contribute to the prosperity of economy, social and individual wellbeing. Educators

are considered as a central factor that is capable of fostering the creative thinking

skills. Creativity can be greatly understood as an individual’s ability to produce

something new.

Classroom activities and teaching methods take place within the larger

framework of a curriculum, where the implementation of such materials with the

effective teaching pedagogy aids students in the achievement in their studies.

Educators such as Resnick (1987) have called for schools to emulate real-life activity

settings to enhance student learning and creative thinking skills. Creativity is

classified as a higher thinking order, as the individual is able to produce appropriate

and novel ideals, solutions or object and concept (Hennessey & Amabile, 1988; Ochse

1990). Therefore, creative teaching according to the 1966 Thesaurus means “Teaching

2

that results from the teacher’s creativity, not to teaching that is intended to develop the

learner’s creativity.”

Creative teaching is facing a crisis in 20th and 21st centuries, Muhamad Sahari

and Hasan Langgulung (1999) conducted a survey that 93.1% of the respondents

agreed that the vocational method of teaching and teachers’ failure to use audio aids

were the reasons for the students’ poor attitude towards the teaching in Islamic

schools. Rosnani Hashim (2004) highlighted that the Islamic Education should be

given greater concern by Muslims. She mentioned that “The issues related to the

Islamic Education are very important for the Muslims because it is not just a matter of

acquiring knowledge for earning a living in this life or for the purpose of sharpening

of the intellect for material pursuits, but also for the preparation for the afterlife” (p.

234). Several shortcomings in both kinds of education have been highlighted as such:

Muslims were dissatisfied with the traditional Islamic education because they realised

that its methodology of teaching does not allow for critical and creative thinking. This

leaves Muslim educators in a dilemma. This study is aimed to investigate the factors

influencing creative teaching among the teachers of Islamic private schools.

ADNI is an international Islamic school established in 1994 and located in

Ampang Selangor, Malaysia. The school currently has over 1000 students and 100

teachers from all around the world. The school prepares students for international

curriculum (IGCSE) as well as the national curriculum (SPM) based on student’s

choice. Providing quality and integrated Islamic programe for children from pre-

school to secondary level was the mission of the school. Registered with the

Malaysian Ministry of Education. The schools determination was to play a vital role in

the development of a strong Ummah based on firm Islamic values and identity by

providing holistic, quality and affordable education to all irrespective of creed and

3

color. Therefore, ADNI’ programe is directed towards motivating the individual to

realize his/her spiritual, intellectual, emotional and physical potential.

The international Islamic (IIS) was established in September 1998 and at

which particular point, was located in Batu 14 jalan Gombak. It was the fruit of years

of study by Muslim scholars from various parts of the world who taught in the

International Islamic University Malaysia (IIUM) who dreamt of a model integrated

Islamic school that could serve their children and also those of others, especially

Muslim expatiates. The school’s ideal was sparked in the mid-1990s by Dato Dr.

Abdul Hamid Abdul Sulayman, who happened to be the Rector of IIUM at that time.

The school is therefore, a testimony to the university’s continuous effort in providing

quality, affordable, balanced, integrated and holistic education guided by the

principles of Islam. In 2005, they moved to its present premise close to the IIUM. The

school has grown today from a humble beginning of 30 students to an enrolment of

approximately 800 students, ranging from nursery to A-level. Being an Islamic school

means to emphasize an integrated and balanced human development intellectually,

physically, spiritually, morally, emotionally and socially based on the Islamic world

view anchored on Tawhid (The unity of God). This means spiritual and character is

regarded as equally important as intellectual education. The school fosters curiosity

and wonders in students, inculcates important values such as sincerity, honesty,

trustworthiness, self-reliance, excellence and responsibility. Students’ spirituality are

enhanced through wonders of the natural phenomena, congregational prayers, Qur’an

recitation and memorization, Qur’an studies, halaqah (study circle) and observe

Islamic Adab. The students are trained and encouraged by the school to think

creatively and critically based on Prof. Rosnani Hashim’s Hikmah programe so that

they would be able to make good judgment of their life.

4

Baseerah International Islamic School also aims to provide a well prepared and

tested academic core with its largely expanding of Cambridge Islamic Arabic courses

that are offered to suit the students’ interest, development needs and continued Islamic

Identity. Baseerah concentrates on some subjects such as Islamic studies, Arabic and

Malay languages besides English as their main instructional media for teaching most

subjects. Building the next generation of whom are creative, effective, morally

upright, proud of their culture and capable of leading the nation in various fields are

Baseerah international school mission.

In 1990, Islamic School Al-Amin was established in Toowomba Kuala

Lumpur, and with the cooperation and enthusiasm of the PTA and the contribution of

Muslims, Al-Amin school coped to raise some funds and bought 4 acres of land for

the construction of the school building at batu 8 Jalan Sungai Pusu and Gombak.

When Al-Amin opened in Gombak, it had a count of 60 students and 7 teachers.

Based on monotheism, the educational process of this school was to build and produce

a truly cherishing, knowledgeable, virtuous and capable of forming self-confidence,

community, nation and the world as claimed by the Al-Quran and Sunnah through an

education system that is balanced, comprehensive and integrated with sustainability.

1.2 STATEMENT OF THE PROBLEM

The professional growth of teachers is a slow process over an extended period of time.

In addition, to the series of hurdles preventing them from implementing creative

teaching are even greater. A comment from a school principal mentions that “In terms

of application and selection of teaching methods, the majority of teachers still rely

heavily on classroom lectures and blackboard demonstrations; most of them lack

either the ability or the will to develop and utilize diversified, innovative ways of

5

teaching” (Hong, 2005). That is also applicable to education in Islamic schools which

has progressively began to come to a standstill partly due to the rigidity of which the

objective was defined (Husain, 2007), and partly from the barren pedagogy which

emphasizes on memorization, rote learning and the use of corporal punishment during

the teaching period. Furthermore, the study of Maimun Aqsha, Melor, Dior, M., Tajul,

Ramlee & Noriah (2011) found that the Islamic education teacher in West African

schools preferred the traditional methods of teaching. Most of them relied on the

textbooks and the technique of memorization compared to modern techniques

available. Teaching methods in Islamic institutes have to be open ended and

encourage creativity and innovation (White, 1990). There is a need to change

pedagogy and increase creativity in a way that suits our times and our students.

Thus, understanding the factors influencing teachers’ creative teaching is not

only crucial for the enhancement of creative teaching effectiveness, but also an

essential issue that deserves the attention of every decision maker responsible for the

promotion of creative teaching and of all creative teaching practitioners when

designing learning activities.

1.3 RESEARCH OBJECTIVES

(1) To determine the extent that the following factors influence creative

teaching among teachers teaching at Islamic private school in Kuala

Lumpur: Creative Motivation; Personal Effort; Learning Attitude;

Teaching Belief; School Environment; Teaching Commitment; Personal

Quality and growing up experience.

(2) To investigate the main factor (s) influencing teachers’ creative teaching at

Islamic private schools (IPS) in Kuala Lumpur.

6

(3) To examine if there are significant differences in the factors affecting

creative teaching in terms of gender, age, high academic qualification,

teaching experience, and subjects taught.

1.4 RESEARCH QUESTIONS

(1) To what extent do the following factors influence creative teaching among

teachers teaching at Islamic private school in Kuala Lumpur?

(a) Creative Motivation

(b) Personal Effort

(c) Learning Attitude

(d) Teaching Belief

(e) School Environment

(f) Teaching Commitment

(g) Personal Quality

(h) Growing up experience

(2) What are the main factor(s) that influence creative teaching at Islamic

private schools in Kuala Lumpur?

(3) Are there any significant differences in the factors affecting creative

teaching at Islamic private schools among teachers of different?

(a) Gender

(b) Age

(c) Highest academic qualification

(d) Teaching experience

(e) Subject taught

7

1.5 NULL HYPOTHESIS:

1. Ho3a: There is no statistically significant difference in the factors affecting

creative teaching at Islamic private schools among teachers of different

gender.

2. Ho3b: There is no statistically significant difference in the factors affecting

creative teaching at Islamic private schools among teachers of different age.

3. Ho3c There is no statistically significant difference in the factors affecting


academic qualification levels,

4. Ho3e There is no statistically significant difference in the factors affecting


teaching experience.

4. Ho3f There is no statistically significant difference in the factors affecting


subject taught.

1.6 SIGNIFICANCE OF THE STUDY

i. This study will contribute to the effective self-development among the

teachers at Islamic private schools and promote the efficient development

of creative teaching in Islamic schools.

ii. It will also create thoughtful awareness and enlightenment among the

people who are not acquainted with the importance of the Ummahs

development.

iii. This study would be able to provide guidelines to schools in training

Islamic education teachers to their instructional materials by incorporating

new techniques and strategies. This follows Malaysia’s aspiration to

8

achieve students’ ability and increase their thinking critically and

creatively.

iv. It is my hope that this will enrich and stimulate scholars, intellectuals and

other stakeholders intellectually and spiritually.

1.7 LIMITATION OF THE STUDY

Limitations are boundaries that are set by the researcher in order to control the range

of a study. They are created before any investigations are carried out, in order to

reduce the amount of time spent in certain areas that may be seen to be unnecessary,

and perhaps even unrelated, to the overall study, Limitation of this study is centered

on Islamic private schools in Kuala Lumpur and the conduct of the survey

questionnaire mainly focuses on 4 Islamic private schools teachers in Kuala Lumpur,

Malaysia namely: Adni International Islamic School, International Islamic School

(IIS) in Kuala Lumpur, Saudi schools in Kuala Lumpur, and Sekolah Rendah Islam

Al-amin Gombak; to ensure that the study obtains the maximum amount of

information helpful for the data collection. Furthermore, the focus of this study targets

on the creativity infusion in teaching pedagogical using in Islamic private schools in

Kuala Lumpur while the population of this study was selected from four different

schools. Nevertheless, the results are comprised from only the Islamic private schools

teachers, not other teachers from public schools.

1.8 DEFINITION OF TERMS

1.8.1 Creativity

For the purpose of this study, the general definition of creativity is:

9

The capacity of an individual to produce compositions, products or ideas

related to particular tasks which are essentially new or novel, previously known or

unknown to the producer or creativity means a process, or contribution of new ideas in

a different view; a new way of looking at a problem; situation or events where the

freedom of individual is a basis of expression (Torrance, E. Paul 1990).

Characteristics related to curriculum are as follow: (social human, subject orientation,

development of cognitive processes, qualification centeredness, students –

centeredness, transmission of cultural inheritance, spiritualism and humanism) as well

as the curriculum approaches based om curriculum patterns and theories, and the

creativity elements (individual, group and organisational)

1.8.2 Curriculum

Debono, (1976) Sternberg (1993), Amabile (1987), have focused on the individual as

well as curriculum dimensions of creativity. These studies have revealed that

creativity from the individual dimension (ability and personal characteristics) are

influenced and improved through education, especially the significant improvement of

initiative. Curriculum in this study refers to the means and materials which students

will interact for the purpose of achieving identified educational outcomes.

1.8.3 Creative Teaching

Creative teaching, as defined from the studies done by Best and Thomas (2007),

Oliver (2006), Jeoushan Hong, et al. (2003) and Woods, (2004) generally means the

ability of teachers to make their lesson plan flexible and conduct their lesson by

making a connection and reinterpreting the conceptual content of the lessons in the

new context of understanding. This study refers to creative teaching as teachers

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utilising their own creativity to design systematic teaching solutions that make

learning interesting, exiting and informative using imaginative approach in classroom.

1.8.4 Creative Teacher

The current study of (Grainger et al., 2006) identified dimensions of creative teacher

which are as follow: Curiosity and questioning stance, connection making, originality,

autonomy and ownership and a developing sense of themselves as a creative

individual. Creative teachers are who intentionally use their own creative capacity in

the classroom context to provide creative students, subsequently to achieve national

goals through innovation.

1.8.5 Teaching for Creativity

This simply means ability of teachers to identify and foster creativity by developing

some children’s common capacities and sensitivities of creativity like curiosity, self –

recognition and becoming knowledgeable about the creative process.

1.9 CONCLUSION

This chapter briefly describes an overview of the study which begins with the

background of the topic, followed by the research statement of the problem and

translates it into the research context. Research questions are also constructed to

explain the objectives of this study. The significance of the study is then explained

briefly as alongside hypotheses. At the end of this chapter, several terms that related to

this research are defined.

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