The Role of Emotional and Cognitive Creativity in Kindergarten Teachers’ Classroom Management Style

This study investigated the relationship between emotional and cognitive creativity and classroom management styles among kindergarten teachers in Shahriar, Iran. Employing a descriptive, correlational design, the research utilized single-stage random cluster sampling. Data were collected via the Averill Emotional Creativity Inventory (1999), the Abedi Test of Creativity (1986), and the Wolfgang-Glickman Attitudes and Beliefs on Classroom Control (ABCC) Inventory (1986). Statistical analysis was performed using SPSS (v. 26), including Pearson correlation and stepwise regression. Findings: Among the 167 participants, 154 (92.2%) demonstrated an interactionist classroom management style, while 13 (7.8%) exhibited an interventionist style; no participants utilized a non-interventionist approach. Regression analysis indicated that emotional creativity significantly predicted the interactionist classroom management style. Conversely, cognitive creativity served as a significant predictor of the interventionist classroom management style.