The relationship between philosophical mindset and creativity in Exceptional school teachers

The main goal of the present study is to investigate the relationship between philosophical mindset and the creativity in special school teachers. The research method was in the form of descriptive and it was a correlational type of study. The study population consists of all the special school teachers in Bahrestan city in the academic year of 2014–2015. 97 of them were selected as the sample using random sampling method. The data collection tools were philosophical mindset self-made questionnaire containing 24 questions and Torrance creativity questionnaire containing 60 questions, in which their reliability for philosophical questionnaire and dimensions of comprehensiveness, penetration and flexibility were estimated by Cronbach's alpha to be 0.90, 0.76, and 0.87, respectively. The reliability was 0.93 for the creativity questionnaire. The research data were analyzed using descriptive (Indices of Central Tendency and dispersion) and inferential (Pearson correlation, independent t-value, unilateral analysis of variance, and Stepwise multiple regression analysis) statistical methods. The research findings revealed that there was significant and positive relationship between philosophical mindset and each of its dimensions and the creativity of special school teachers (p≤0.001) and among three dimensions of philosophical mindset, the penetration and flexibility dimensions could significantly estimate the creativity of the teachers with a beta coefficient of 0.597 and 0.381, respectively.