Designing a Creativity Development Model for Elementary School Students in Tehran Province Using a Mixed-Methods Approach

Abstract

The present study aimed to design and validate a creativity development model for elementary school students in Tehran Province through a mixed-methods approach and to identify its major dimensions, components, and indicators. This study was applied in terms of purpose and exploratory mixed-methods in terms of methodology. In the qualitative phase, a grounded theory paradigm approach was employed. Participants included 12 experts in educational sciences and psychology selected through purposive sampling until theoretical saturation was achieved. In the quantitative phase, the statistical population consisted of 991 elementary school teachers in Tehran holding at least a master’s degree in educational sciences or psychology. Based on Morgan’s table, 275 participants were selected as the sample. Data collection tools included semi-structured interviews in the qualitative phase and a researcher-made questionnaire in the quantitative phase. Qualitative data were analyzed through open, axial, and selective coding, while quantitative data were examined using confirmatory factor analysis in LISREL software. The findings indicated that the creativity development model consisted of 5 major dimensions, 16 components, and 102 indicators. The dimensions included causal factors, contextual factors, intervening factors, strategies, and consequences. Confirmatory factor analysis demonstrated that all model pathways were statistically significant (P<0.05). Furthermore, the goodness-of-fit indices confirmed the adequacy of the structural model, with χ2/df=2.79, RMSEA=0.038, and CFI, IFI, GFI, and AGFI values all exceeding 0.90, indicating satisfactory model fit. The findings revealed that fostering creativity among elementary school students requires simultaneous attention to individual, familial, educational, managerial, and social factors. Improving educational environments, empowering teachers, integrating modern educational technologies, revising planning and evaluation systems, and strengthening family-school interactions can substantially enhance students’ creativity. The proposed model may serve as a practical framework for educational policymakers, curriculum planners, and school administrators in developing creativity-oriented educational programs.