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Creative Personalities, Adversity Transformation, and Creative Performance of Outstanding Female Educators
The research was based on outstanding eight female educators that showed creative behavior in their field of expertise. It was through in-depth interviews of the subjects and their important people that the career development, personality traits, adversity transformation, and creativity of the subjects were made known. The researcher transformed the data from those interviews into written forms. It was through repeated reading, analyzing, cross-referencing, categorizing, combining, that the researcher understood the creative behavior which included personality traits, adversity transformation, and creativity. At home, the parents of the interviewees had liberal attitudes towards their education. The parents were supportive of their daughters' hobbies and provided support or help whenever needed. At school, the interviewees studied smoothly with grades above average. The interviewees were deeply influenced and inspired by teachers. At work, some interviewees wanted to be an educator while young; still others entered the field by chance, self-interest and capability. The interviewees desired changes and were unsatisfied with work, which made they enjoy evolving in their field. Their life stories inspired others that followed. The findings of the research are as the following: 1. Personality Trait The interviewees had the traits of being independent, sincere, capable, self-confident, unsatisfied, honest, well-mannered, reflective, persistent, initiative,and were involved in different domains. For family factor, the parents set example and taught the interviewees, which influenced the life and work of the interviewees. The interviewees had great appreciation and gratification for the parents. The interviewees maintained great relationships with parents and family members. For environmental factor, interviewees indicated that the educational environment showed great respect for teachers, allowed and encouraged interviewees to create freely. It was under such a supportive environment, the interviewees were able to create with a flow, which balanced their work and lives. 2. Adversity Transformation There were a few different kinds of adversities in the interviewees' life: (1) being treated unfairly resulting in feeling discriminated; (2) passing of family member; (3) life threatened; (5) being a defendant in court; (6) divorce. At work: (1) contribution to the history made unknown or neglected; (2) public humiliation; (3) submit a piece of writing and get rejected with non-constructive criticisms; (4) difficult or uncooperative colleagues, working pace unsynchronized with colleagues, and jealousy and questioning from colleagues ; (5) the subject of teaching is not valued; (6) error in policy; (7) unreasonable emotion transfer or accusation from others. As for gender stress factor, seven interviewees thought there was not much difference between the male and female in the field of education. Primary difference lied on personal recognition of work, passion for work, and individual capability. As time progressed and society evolved, the value of female gradually equaled the value of male. Adversity transformation meant a few things to the interviewees: (1) positive thinking; (2) increase ability to self-transform and adjustment; (3) widen perspective of viewpoints afterward; (4) learning of more solutions to problems; (5) acknowledge the adversity and move on to something more important or interesting. 3. Creative Performance Interviewees' creative behaviors may be categorized into the following: submitting work to periodic journals aboard, establish system for institution, writing lesson plans, teaching performance, and transforming work contents. Inner motivation included sense of accomplishment, goal management, dedication to work as learning opportunities, exceptional joy after overcoming difficulty, self-development, sense of mission on self, self-responsibility, affirmation of value of teaching, personality that would not yield to defeat, desire to be imperishable, dedication to work, passion for work, curiosity of new things, challenge of self, testing one's own limits, the joy of seeing the maturing of the students. On diverse creativity, interviewees expressed the desire of showing creativity in life but they also expressed a strong sense of mission towards work. Even though they had many creative ideas, they always put work before anything else. The interviewees would prioritize the use the new ideas or thoughts on teaching, research or administrative work.
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