Inclusive School Practices and Extracurricular Educational Activities as Predictors of Students’ Creativity Levels
Author :
Abstract
Keywords
Abstract
The purpose of this study is to reveal the relationship between students' creativity and the inclusive school practices exhibited by school staff and the extracurricular educational activities offered in the school. Additionally, it seeked to determine, if such a relationship was existed, the extent to which the frequency of inclusive school practices and extracurricular educational activities predict students’ creativity levels. The research was designed as a descriptive-correlational study within the framework of quantitative research methods. The study population consisted of high school principals working in Turkey, while the sample comprised 196 principals. Data were collected using three scales from the PISA 2022 School Questionnaire: one measuring students’ creativity levels, one measuring the frequency of inclusive school practices exhibited by school staff, and one measuring the frequency of extracurricular educational activities organized at school. The findings revealed a statistically significant, positive, but low-level relationship between students’ creativity levels, the frequency of inclusive school practices, and the frequency of extracurricular educational activities. Regression analysis indicated that the frequency of inclusive school practices and extracurricular educational activities together explained 11.3% of the variance in students’ creativity levels. The results demonstrated that increasing the frequency of inclusive school practices and extracurricular educational activities positively influences students’ creativity. Therefore, fostering creativity among students requires enhancing the frequency and variety of inclusive school practices and extracurricular educational activities.
