Abstract
The present study explores the divergent thinking of primary and secondary school teachers in Hong Kong. A picture completion exercise was used to examine a sample of 384 teachers. The results showed that most teachers in the sample were unable to think beyond the nine-squared box frame, implying that they were generally limited in divergent thinking. The results also showed that teachers from the non-standard schools scored significantly higher on the originality sub-scale of divergent thinking than teachers from the regular schools.
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