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Based on a study conducted by Dr. Gilbert C. Magulod, a campus Research Coordinator in the College of Teacher Education in Cagayan State University Philippines has thoroughly examined creativity styles and emotional intelligence of Filipino student teachers in search for congruity. In others word, to determine whether creativity styles and emotional styles are appropriate for teaching and improving connection between students and teachers. In this study, well-known instructional models and questionnaires such as the Kumar and Holman were administered to the participants. Through close examination, it has proven to increase self-awareness, the control of emotions, intrinsic and extrinsic motivation. The conclusion of study is Magulod strongly claims based on his statistical analysis that there is a strong correlation between creativity styles and emotional intelligence in enhancing curriculum development and student to teacher emotional connection, empathy, social skills, and a cheerful disposition.
In the Philippine educational curriculum, there has been a major shift in curriculum program in the Philippines which has caused numerous challenges and changes in the way many educators were used to the familiar way of educating students. This was the traditional method of elementary till grade six and four years of high school, followed by university afterwards. Specifically the additional two years, known as the K-12 curriculum has stretched more teachers in developing lessons for senior high students in preparing them for university workload and environment. This has not only added more workload for teachers with regards to additional lessons and content but has challenged the teachers teaching grades 11-12 to meet the higher standards the Philippine Department of Education and the Commission of Higher Education has implemented on teachers to reach the standards without much training due to the sudden shift and lack of transition for these teachers. To be clear with the point, the curriculum for grades 11-12 is a preparatory stage for senior high students for university course workload. The problem is due to the lack of sufficient training for these current teachers, with the rising demands for international standards such as Cambridge or the International Baccalaureate (IB), these Filipino teachers have decreased in creativity styles and a search for emotional intelligence and connection has been disrupted among the teacher and his/her pupils.
“The purpose of this study is to determine the congruity between the creativity styles and emotional intelligence of Filipino student teachers” Magulod Jr (2016). The purpose is highly dependent on two major factors which are the use of creativity styles such as engagement and interest. While on the other hand, emotional intelligence highly correlates with empathy, social awareness, and a highly enhanced cheerful dispositions from the teacher in enriching the classroom environment to a more positive environment.
The aim of this research is centralized on the investigation of the appropriateness and relevance between the creativity styles and emotional intelligence of student teachers in Cagayan State University, Philippines. An objective in wherein distinguishing the importance and differences with regards to the creativity styles and emotional intelligence of the student teachers. Furthermore, this factor plays a major role when classified with their personal profiles in examining the relationship between the different creativity styles and the emotional intelligence of the participants. Finally, the outcomes of this research gives sufficient data at the College of Teacher Education with regards to ensuring creativity and emotional maturity for aspiring educators (Magulod Jr. 2016).
This study has aimed to answer the question, to what extent can creativity styles and emotional styles highly correlate with each other? The hypothesis is that emotional intelligence has higher scoring than creativity styles since many Filipino Student teachers approach their educational teaching based on meeting the student’s needs and their sincere and absolute empathy in helping them succeed due to the poor conditions such as poverty and low family income of many families in the Philippines which mostly makes about more than 50% of the population.
“This study was confined to all the seventy six (76) fourth year Bachelor in Elementary Education and Bachelor in Secondary Education of Cagayan State University-Lasam during the first semester of SY 2016-2017. Since the population of the study is only few, complete enumeration of the respondents was employed” Magulod (2016).
The use of highly specific surveys were administered to the participants. Firstly, they examined their own personal profile. Followed by the use of creative thinking and finally the third aspect of emotional intelligence. With regards to the qualitative and quantitative examination, “the creativity styles of the student teachers, a standardized Creativity Styles Questionnaire- Revised (CSQ-R) developed by Kumar & Holman [17] was used” Magulod (2016).
The method of operations used in this study was through questionnaires and descriptive statistics in gathering both quantitative and qualitative data. The composition of the tools are 76 items that measure the beliefs and strategies of the respondents for being creative in their everyday life. The six vital elements that were thoroughly looked at were first, belief in unconscious processes. Secondly, the use of varying methods. Thirdly, gathering different individuals. Fourthly, final outcomes. Fifthly, speculation and hypothesis. Sixthly, external factors and behavioural conduct. Finally the use of multisensory learning. “The instrument also includes additional two-item measure of self-perceived creative capacity (SPCC) often referred as global measure of creative capacity (GMCC). Meanwhile, a 50-item emotional intelligence (EI) questionnaire of Daniel Holman” Magulod (2016). The main purpose was to portray the logical reasoning through various emotional questionnaires. These are composed of the following elements which are “self-awareness, self-regulation, managing emotions, motivating oneself, empathy, and social skills” Magulod (2016). The items to both creativity style and emotional intelligence questionnaires were answered. Results were determined from a scare from 1-5 wherein 5 was the highest and 1 being the lowest.
“The collection of data started with the researcher requesting for permission from the authorities. After which, the questionnaires were distributed to the participants with their approval to join the survey.
“To analyse the gathered data, the descriptive statistics was utilized in this study. These include frequency count, percentage and mean, weighted mean, standard deviation and scales were used to describe the profile of the respondents, their creativity styles and emotional intelligence. Moreover, inferential statistics such as Independent sample t-test (t) and one way ANOVA (F) were used to test the difference between the creativity styles and emotional intelligence of the student teachers when grouped according to their profile variables. Pearson product moment correlation (r) was computed to test the relationship between the creativity styles and emotional intelligence of the student teachers. All the hypotheses in the study were tested at 0.05 alpha level of significance” Magulod (2016).
“The highest mean of 3.87 to both creative capacity and belief in unconscious processes mean that the student teachers have high self-perceived creativity. They consider themselves as creative individuals as they engage themselves in works and tasks they do in their everyday living” Magulod (2016). To emphasize and support this claim, Magulod (2016) concludes that creativity is an essential characteristic that is necessary to develop among themselves to become future teachers. On the contrary, the high assessment of the student teachers along with their correlation in unconscious learning process, which portrays their imagination as creative educators in which creativity was placed to them naturally when performing a task or a work in enriching student engagement and motivation in learning.
I strongly agree with the main thesis that creativity styles and emotional intelligence are essential for teacher development and effectiveness in creating self-awareness, empathy, and an increase in a cheerful disposition. The grounds to support this claim are based in the results given by Dr. Magulod and his study wherein these attributes of self-awareness, empathy, and a cheerful disposition scored the highest attributes during this study. Furthermore, it is evident that academic achievement and student engagement has risen which was thoroughly proven through descriptive statistics.
I would like to further support my claim and solidify my argument with evidence outside the article. In Teaching Redemptively chapter 23 titled learning activities, there is an important concept with regards to student engagement. According to Donovan Graham (2009) “Teachers are not imprisoned by demands to finish the textbook. Covering the text is not equated with learning the material. Because teachers believe that to learn something means to have accepted it at a heart level, and because they realize that getting to the heart usually involves more than just using the brain, they encourage students to get involved in what they are learning-physically, emotionally, intellectually, and spiritually. Students must be immersed in what they are doing, not just reading about things.”
As I analyse this assertion made by Graham, it is evident that teaching is not limited to the textbook alone and goes beyond the realms of books and classroom. The core of this whole assertion is that learning goes beyond head knowledge and absorbing information but calls to a higher standard which is to be placed in the heart. As a result, we are placed into a deeper form of learning beyond just content but rather finding a strong correlation in what we are learning and how these concepts apply in our life. This supports my claim from the main paragraph above that emotional intelligence and creativity styles are essential to student development and goes beyond simply just knowledge. This highly correlates with my argument that students learn not only through the brain but also through emotional learning which is grounded on the emotional connection a teacher has with her students in promoting social awareness, empathy, and a positive disposition.
On the contrary however, I am not fully convinced with regards the amount or range of individuals used in this research. I say this because only 76 student- teachers were examined with regards to their emotional intelligence and creativity styles. I strongly believe that this data is to some extent bias or one sided, since it is primarily based in the Philippines alone. To support this claim, Magulod acknowledges the limitations in these results and conclusions made in this article which is not fully sufficient to prove that emotional intelligence and creativity styles are as powerful and effective in other parts of the world in terms of education. This study is narrow in scope and does not cover a universal range of studies beyond its 76 participants. However, Magulod uses well known instructional models such as Holman to elevate the standards and authenticity of the research.
Finally, I would like to also use Brophy (2000) to end my critique and reflection since I find his claim a solid driving point for my argument which sufficient grounds to prove my case. Brophy makes a claim which I strongly believe relates to my main thesis that creativity styles and emotional intelligence are essential to student to teacher relationships. According to Brophy (2000) “The teacher displays concern and affection for students, is attentive to their needs and emotions, and socializes them to display these same characteristics in their interactions with one another.” To further explain this quote, I agree that a teacher does not primarily teach content only but strives to build a relationship with his or her students by carefully portraying care and compassion for them. This supports my claim that there is that sense of emotional connection between the teacher and his/her students in times wherein a student is struggling in the subject or an external problem outside the classroom.
“The determination of the congruency between creativity and emotional intelligence was the ultimate purpose of this study” Magulod (2016). In summary, based on the results have portrayed a high sense of creativity style. These high creativity styles are also one of the keys to effective teaching in enhancing student motivation and engagement. Now in terms of emotional intelligence, through self-evaluation of these individual, there is significantly a soaring range with regards to self-awareness, management of emotions, self-motivation, empathy and social skills.
Magulod proposes six recommendations to enhance creativity styles and emotional intelligence among Filipino Student Teachers in enhancing emotional connection, motivation, engagement, social skills, empathy, and a cheerful disposition. The following measures for recommendation are the sufficient understanding to use supportive technologies, inquiry-based, problem-based and project-based teaching-learning, and blended learning to foster creativity of student teachers in the 21st century. Secondly, portraying care and concern towards the interest and needs of the will enhance all learning methods across all areas. Thirdly, issuing an emotional intelligence assessment to student teachers as a form of enrichment through with constructive criticism in terms of their composure emotionally and areas of improvement to evaluate and in order to blend in more effectively with his/her students. Fourthly, sufficient training of student teachers in terms emotional intelligence are done with the help of institution in emphasizing on delivery, collaboration, and effort together will enhance thinking creatively. Fifthly, by providing in campus facilities like student lounges, reading studios, multipurpose rooms, and among others can also cater to a supportive classroom climate which can definitely enhance the emotional intelligence and styles of creativity. Finally, further studies that highly correlate to emotional intelligence and creativity of student teachers with “larger scope and variable with more sophisticated statistical methods may be conducted to validate the findings of the present study” Magulod (2016).
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