Relationship between Teaching Attitude and Teaching Creativity of B.Ed. Students: A Correlational Study

Abstract

Teaching attitude and creativity are two crucial psychological and professional attributes that
significantly influence the effectiveness of teaching–learning processes. In contemporary teacher
education, the role of teachers is no longer confined to content delivery; rather, teachers are expected
to be facilitators, innovators, and reflective practitioners. A positive teaching attitude enables teachers
to approach their profession with commitment, enthusiasm, and responsibility, while teaching
creativity empowers them to design innovative instructional strategies that promote active learning.
The present study aims to examine the relationship between teaching attitude and teaching creativity
among B.Ed. students through a correlational research design. The study was conducted on a sample
of 100 B.Ed. students selected from teacher education colleges using a simple random sampling
technique. Standardized tools were used to measure teaching attitude and teaching creativity. Data
were collected through survey method and analysed using descriptive statistics and Pearson’s Product
Moment Correlation technique. The study seeks to determine the extent and direction of the
relationship between the two variables. Understanding the relationship between teaching attitude and
creativity has significant implications for teacher education programmes. If a positive relationship is
established, it would emphasize the need to cultivate positive attitudes towards teaching to enhance
creativity among future teachers. The findings of the study are expected to contribute to curriculum
planning, pedagogical training, and professional development initiatives in teacher education.