In this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is...Show moreIn this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is investigated. Intelligence and creativity are both crucial for problem solving, high achievement and reasoning on a daily basis. The first hypothesis states that intelligence and creativity have a positive relationship, where intelligence predicts creativity, according to the “necessary but not sufficient” hypothesis. The second hypothesis states that the influence of teachers operates as a moderator in this relationship, thus strengthening the connection between intelligence and creativity. According to the idea that the social context is important in the development of intelligence and creativity and that this development commences early in childhood, teachers are seen as influential in this development. Intelligence is measured through the Nederlandse Intelligentietest voor Onderwijsniveau (NIO). Creativity is measured through the Creative Problem Solving task (CPS) and the Test of Creative Thinking and Drawing Production (TCT-DP). Teachers’ opinions is measured through a questionnaire. Results show that intelligence does significantly predict creativity, but that teachers have little to no influence on this connection and therefore do not operate as a moderator. Further research is needed to investigate the influence of teachers more comprehensive, expand the use of intelligence tests, examine the effects of a longitudinal instead of a cross-sectional study design, and look into the possible influence of parents, age and gender on the development of intelligence and creativity.Show less
