The influence of male and female ESP teachers' creativity toward learners' involvement

Abstract

Teachers' creativity becomes a perpetual issue in an educational setting. This study aimed to investigate the influence of teachers' creativity on learners' learning involvement between English for specific purposes (ES), teachers' creativity toward ESP learners' learning involvement and to seek whether there was any significant difference between male and female ESP teachers' creativity to enhance ESP learners' learning involvement. A sample of 435 ESP learners was randomly assigned and was rated both using learners' involvement survey (L-IS) from National Survey of Students Engagement (NSEE) checklist and teaching creativity scale (ELT-CS) of the teachers teaching creativity. With this objective, validated and reliable scale of assessing creativity and involvement were employed. After administering the questionnaires, the data were then analysed using structural equation modelling (SEM). The findings showed that all five parameters of creativity had a significant correlation with learners' involvement. The latent variable and supporting indicators of involvement were identified. The findings also asserted that female ESP teachers performed higher involvement scale than those males. Suggestion for a further researcher to investigate factors contributing to EFL learners' learning involvement in ESP class is worth pursuing.