Assessing the Classroom Socio-Psychological Environment in order to Identify School Internal Structure and its Relation with Student's Creativity

Since the classroom environment is important in the process of teaching and learning as well as emotional and cognitive development of students, therefore, the primary purpose of this study is assessing the classroom Socio-psychological in order to identify school internal structure and its relation with student’s creativity in 2010-2011 academic year. The present study is an applied research, and according to its method of collecting data it is considered to be a descriptive-survey study. Its statistical population consists of all male fifth grade students in public elementary school in 2010-2011 academic year. Some 378 students were selected through combining methods; multistage cluster sampling and proportional stratified sampling. Two researcher-made questionnaires were used for collecting data (classroom Socio- psychological environment questionnaire with 48 items and creativity questionnaire with 18 items). Their face validity were investigated, and their reliability (0/84) and (0/76) were calculated and confirmed through Corenbach’s alpha coefficient. Descriptive statistics (frequency, percent, mean, and standard deviation) and inferential statistics (binomial test and stepwise multiple regression) were used for describing and analyzing the collected data. The findings of the study indicate that for the fifth grade students some of the components (having teacher support, maintaining order and organizing contents) are assessed desirable, some other components (participation, mutual interests among students, importance to work and homework, observing and applying the rules and regulations) are assessed as relatively desirable, and educational innovation was considered as undesirable component. The results of stepwise multiple regressions in the study also showed that the three components of Socio- psychological environment (educational innovation, having teacher support, and mutual interests among students) have the power of anticipating creativity. Sincere and warm environment and emotional learning can promote teachers and students creativity, and thus it can lead to school improvement. Since classroom environment is the main decision maker of class behavior and learning therefore, to some extent it is able to anticipate the creativity of students.