ROLE OF INTRINSIC MOTIVATION

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TRANSFORMATIONAL LEADERSHIP, PERSONALITY TRAITS AND TEACHERS' CREATIVITY: A MEDIA TING

ROLE OF INTRINSIC MOTIVATION

ABDUL MAJEED

DOCTOR OF PHILOSOPHY UNIVERSITI UT ARA MALAYSIA

2018

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TRANSFORMATIONAL LEADERSIUP, PERSONALITY TRAITS AND TEACHERS' CREATMTY: A MEDIATING

ROLE OF INTRINSIC MOTIVATION

ABDUL MAJEED (900330)

A Thesis submitted to the Ghazali Shafie Graduate School of Government in fulfilment of the requirements for the Doctor of Philosophy

Universiti Utara Malaysia

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ABDUL MAJEED (900330)

Ph.D

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Kolej Undang-Undang, Kerajaan dan Pengajian Antarabangsa (College of Law, Government and International Studies)

Universiti Utara Malaysia

calon untuk ljazah

(candidate tor the degree

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P.ERAKUAN KERJA TESIS I DISERTASI (Cerlification of thesis I dissertation)

Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify thaQ

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telah mengemukakan tesis I disertasi yang bertajuk:

(has presented his/her thesis I dissertation of the following title):

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^·-- TRANSFORMATIONAL ^---

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^- LEADERSHIP, PERSONALITY TRAITS CREATIVITY: A MEDIATING ROLE OF INTRINSIC MOTIVATION

AND TEACHERS'

Bahawa tesis/disertasi tersebut boleh diterif11a. dari segi bentuk serta kandungan dan mel!puti bidang ilmu dengan memuaskan, sebagaimana yang �iiukkan oleh calon da!am ujian lis.an yang diadakan pada 14 Mei 2018

That the said thesis/dissertation is acceptable in form and content and displays

a

satisfactory knowledge of the field of study as demonstrated by the candidate through an oral examination held

on:

May 14, 2018

sepertl yang tercatat di muka surat tajL1k dan kulit tesis I disertasi.

(as it appews on the title page and front cdver of the thesis I dissertation).

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PROF. MADYA DR. NORSIAH MAT PROF. DATO' DR. HJ. MOHAMAD NASIR HJ SALUDIN

PROF. MADYA TPR. DR. DANI SALLEH

Tandatangan

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Pemeriksa Dalam (Internal Examiller) Pengerusi Viva (Chairman for Viva}

Pemeriksa Luar (External Examiner)

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^farikh: 14 MEI 2018

Date

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Nama Pelajar (Name of Student)

Tajuk Tesls (Title of the Thesis)

Program Pengajian (Programme of Study)

Penyelia (Supervisor)

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^',,

Ph.D

DR. SABARANI GHAZAL!

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� Tan<latangan (Signature)

' ABDUL MAJEED (900330)

TRANSFORMATIONAL LEADERSHIP, PERSONALITY TRAITS AND -TEACHERS' CREATIVITY: A MEDIATING ROLE OF INTRINSIC MOTIVATION

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PERMISSION TO USE

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ABSTRACT

Creativity in the education sector of Balochistan a province of Pakistan, bas been reported to be poor to an aJanning extent. Lack of creativity armng teachers inevitably keeps a society deprived of having a workfurce which has cutting-edge skills as well as high integrity. Accordingly, drawing upon the investment theory of creativity and intrinsic trotivation theory, the principal objective of this research is to assess the

intrimic rmtivation as a mediator on the relationship between trarnIDrrnational

leadership and its dimensions, personality and its dimensions and creativity in Quetta, Balochistan This study utilized a quantitative method, and 239 usable qocstiormaires were gathered from the college teachers of Govenunent colleges in Quetta, Balochistan Partial Least Squares (PLS) was utilized to analyze the data. The results reveal that transformational leadership and its dimensions viz., intellectual stimulation, individualized consideration. idealized influence and inspirational rmtivation have a significant positive direct relafunship with creativity. Likewise, personality, opermess to expe�ce and extraversion have a direct positive significant relationship with creativity. Moreover, the relationship of conscientiousness, agreeableness, and reuroticism with college teachers' creativity is oot significant. Similarly, intrinsic motivation mediates the relationship between transformational leadership and creativity, intellectual stirrrulation and creativity but does not mediate the relations hips of individualized comideration, idealized influence, and irnpirational rootivation, taken with creativity. Intrinsic motivation has a mediating effect on the relati:>ns hips of personality, openness to experience, conscientiousness, agreeableness, extraversion, and neuroticism, taken with teachers' creativity. Findings of this research provide an insightful 1.mderstanding of the utilization ofinvestmmt theory of creativity and intrinsic rmtivation theory in creativity research in the education sector, particularly in developing ecooomies. The :fuxiings contribute a new knowledge by investigating the mediating strengths of internal rootivation on the relationships of personality and leadership taken with creativity. Practically, this research gives important vision to the educators, policymakers, and researchers to addifunally comprehend the impacts of transformational leaders and personality on the teachers' creativity.

Keywords: Teachers' Creativity, Transformational Leadership, Personality, Intrinsic Motivation, Pakistan

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I ABSTRAK

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Kata kunci: Kreativiti Dalaman,

Guru, Kepimpinan Transfurmasi, Personaliti, Motivasi Pakistan.

Kreativiti di dalarn sektor pendidikan di wilayah Balochistan, Pakistan, didapati sangat rendah dan =nbirnbangkan. Kekurangan kreativiti dalam kalangan guru rrenjuruskan masyarakat kepada keadaan kekurangan tenaga kerja yang berkernahiran tinggi serta berintegriti. Berdasarkan kepada teori pelaburan kreativiti dan teori motivasi dalarran, htjuan utrum kajian ini ialah untulc melihat rrotivasi dalaman sebagai mediasi terhadap hubungan antara kepirnpinan transfurmasi serta dirrens i­

dirrensinya, personaliti serta dimmsi-dimensinya dengan kreativiti di daerah Quetta, Balochistan, Pakistan. Kajian ini menggunakan pendekatan kaedah kauntitatif melalui instrumen tinjauan. Sebanyak 239 borang soal selidik berjaya dikumpulkan daripada guru-guru kolej di bawah Kerajaan Querta, Balochistan, Pakistan. Partial least Squares (PLS) telah digunakan untuk menganalisis sepenuhnya data kaj.ian ini Hasil kajian mendapati bahawa kepimpinan trans.funnasi dan dirrensi-dimensinya iaitu stimulasi intelek, pertirroangan individu, pengaruh ideal dan inspirasi rmtivas i mempunyai hubungan positif yang signifikan dengan kreativiti Sama halnya, personaliti, keterbukaan terhadap pcngalaman, dan extraversion mempunyai hubungan yang positif dengan kreativiti guru. Manakala, huaungan antara conscientiousness, agreeableness dan neuroticisrn dengan kreativiti guru-guru kolej adalah tidak: signifikan Manakala, rrotivasi dalarnan juga memediasikan bubungan antara kepimpinan transionnasi dengan dirrensinya iaitu stimulasi intelek dengan kreativiti tetapi tidak mediasi lrubungan antara pertimbangan individu, pengaruh deal, inspirasi rmtivasi dengan kreativiti Motivasi dalarran rrerrpunyai kesan mediasi terhadap hubungan antara personaliti, keterbukaan terhadap pengalaman, conscientiousness, agreeableness, extraversion, neuroticism dengan kreativiti guru­

guru. Hasil kajian ini telah Iremberi kefuharnan barn terhadap penggunaan teori pelaburan kreativiti dan teori rmtivasi dalarnan dalam kaj:ian berkaitan kreativiti di sektor pendidikan, khususnya dalam ekonomi yang sedang mernbangun Kajian ini juga menyumbang kepada ke:fuharrnn baru dengan menyelilik kekuatan mediasi rootivasi dalaman terhadap hubungan antara personaliti dan kepimpinan dengan kreativiti. Secara praktiknya kajian ini rneni>eri halatuj u yang penting kepada pendidik, pembuat dasar serta penyelidik untuk meningkatkan kesan kepimpinan transfurmasi dan personaliti terhadap kreativiti dalam kalangan guru-guru

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ACKNOWLEDGEMENTS

I wish to appreciate and thank my supervisor Dr. Sabarani B Ghazali (Senior Lecturer) wOO has always been supporting me morally and academically since the beginning of this research work. I am also grateful to Dr. Pranav Kumar wOO has been a great source of inspiration to me.

I wish to acknowledge the support of Nasir Kakar, deputy director colleges Balochistan, fur providing the list of ccllege teachers, male and female. I am also thankful to Jahan:zaib Khan Kakar and rrany others who are too numerous to mention, wOO helped me in collecting data. My gratitude to all the respondents in the study. I appreciated your invaluable contributJon, and hereby wish to say thank you

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to express my profound gratitude, respect, arxl love fur my parents, my wire and d�ugbters

woo

have consistently offered unconditilnal Jove, support and understanding. Lastly, this thesis is dedicated to the my wire, Saman, and my daughters, Soma Majeed Khan and Pearman Majeed Khan.

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TABLE OF CONTENTS

PERMISSION TO USE i

ABSTRACT ii

ABS TR AK iii

ACKNOWLEDGEMENTS iv

CHAPTER ONE: INTRODUCTION 1

1.1 lntrod uction 1

1.2 Background of the Stndy 1

1.2 Problem Statement 6

1.3 Research Questions 16

1.4 Research Objectives ...•... 17

1.5 Scope of the Study 17 1.6 Significance of the Study 18 1.6.1 Theoretical Significance 18 1.6.2 Practical Significance 19 1. 7 Organization oft he Thesis 20 CHAPTER TWO: LITERATURE REVIEW 21 2.1 Introduction 21 2.2 Creativity Defined 21 2.3 Different Perspectives on Creativity 25 2.4 Western and Eastern Concepts of Creativity 29 2.5 Poor Definition of the Concept of Creativity in Education 35 2.6 The Importance of Creativity for Education 35 2.7 Teachers' Concepts of Creativity 37 2.8 Facilitators and Inhibitors of Creativity 38 2.8.1 Facilitators of Creativity 38 2.8. 1 . 1 Positive Leadership --- --- 39

2.8.1.2 Expectations --- 39

2.8.1.3 Personality--- 39

2.8.1.4 Organizational Encomagerrent--- 40

2.8.1.5 Willingness to Take Risks (WlR)--- 40

2.8.1.6 Risk Propensity --- --- 41

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Taken With Creativity .. 95

2.8.1. 7 Motivation --- 41

2.8.2 Inhibitors 43 2.8.2.1 Routinization---·--- -- --- 43

2.8.2.2 Standardization --- --- 44

2.8 .2.3 Aversive leadership ---·--- 45

2.8.2.4 Close Monitoring --- 45

2.8.2.5 Organizational Climate --- --- 45

2.9 Transformational Leadership Defined 46 2.10 Transformational Leadership and Creativity 50 2.1 l Personality Traits Defined 57 2.12 Personality and Creativity 60 2.12.1 Openness to Experience arxl Creativity 61 2.12.2 Extra version and Creativity 65 2.12.3 Agreeableness and Creativity 67 2.12.4 Conscientiousness and Creativity 68 2.12.5 N euroticism and Creativity 70 2.13 Intrinsic Motivation Defined 71 2.13.1 Intrinsic Motivation ard Creativity 72 2.13.2 Intrinsic Motivation, Transionnational Leadership. and Creativity 75 2.13.3 Intrinsic Motivation, Personality Traits and Creativity 79 2.14 Conceptual Framework 80 2.15 Theoretical Foundation 83 2.15.1 Theories of Creativity 83 2.15.1.1 Imp licit Theory of Creativity--- - 83

2.15. l .2 Asian Implicit Theories of Creativity --- 85

2.15.1.3 Nurrcrous Explicit Theories--- 85

2 . 1 5 . 1 . 3 . l PragmaticApproach 86 2.15 .1.3 .2 Psychodynamic Approach 86 2.15.1.3.3 Cognitive Approach to Creativity 86 2.15.1.3.4 Developmental Theory of Creativity 88 2.15.1.3.5 Social-personality Approach 89 2.15.1.3.6. SystemTheory 90 2.15.2 Underpinoing and Supporting Theory 90 2.15.2.1 Underpinning Theory (Investment Theory of Creativity)--- 91

2.15.2.2 Supporting Theory (Intrinsic Motivation Theory) --- 94

2.16 Development ofHypotheses 95

2.16.1 The Relationship ofTransformational Leadership, its Four Dimensions,

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2.16.2 The Relationship Between Personality Traits, its Five Dimensirns 98 2.16.3 Mediating Role oflntrinsic Motivation between Transformational

Leadership, its Dimensions, aOO Creativity 101 2.16.4 Mediating Role of Intrinsic Motivation between Personality Traits, its

Five Dimensions, ard Creativity 104

2.17 SummaryoftheChapter 106

CHAPTER THREE: METHODOLOGY ...•...•...•...•... 107

3.1 Introduction 107

3.2 Paradigm of the Research 107

3.3 Research Design 109

3.4 Population 1 1 1

3.5 Sampling 1 1 5

3.6 Data Collection Procedure and Unit of Analysis 1 1 7

3. 7 Data Analysis 1 1 8

3.8 Operationalization and Measurements of the Variables 1 1 8 3.8.1 Teachers' Creativity Operati:malized and Measured 1 1 9 3.8.2 College Principals' Transformational Leadership Operatimalized and

Measured 122

3.8.3 Personality Traits Operationalized and Measured 125 3.8.4 Intrinsic Motivation Operationalized and Measured 128 3.9 Validity aOO Reliability Test of the Measures 131

3.9.J ValidityTest.. 131

3.9.2 Pilot Test 132

3 .9.2.1 Reliability Test--- 133

3.10 Summary of the Chapter 134

CHAPTER FOUR: RESULTS AND DISCUSSION 135

4.1 Introduction 135

4.2 Response Rate 135

4.3 Preliminary Analysis 136

4.3.1 Data Screening 137

4.3.2 Missing Value Analysis 137

4.3.3 Detection oftheloutliers 138

4.4 Common Method Variance Test 139

4.5 Derrographic Profile of the Respondents 140

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4.6 Descriptive Analysis 143

4.7 Assessment ofPLS-SEM Path Model Results 145

4.7.1 Assessment of Measurement Model 145

4. 7.1.1 Items' Individual Reliability--- 147

4. 7.1.2 Internal Consistency Reliability --- 147

4. 7.1.3 Convergent Validity--- 150

4. 7.1.4 Discriminant Validity--- 150

4.8 Second-order Construct Establishment 158 4.9 Assessment of the Structural Model and Testing of the Hypotheses 161 4.9.1 Direct ReJationships' Results 162 4.9.2 Mediation 170 4.9.2.1 Mediation Results---r---···--·-···-··· 177

4.10 Predfive Relevance of the Model (Q2) .•.•..• 1 183 4.11 Coefficient of Determination (R²⁾ ···t 184 4.12 Assessment of Effect Size (F²⁾ .••••..•..•..•.••...• , .•..••...•.•..•.•...••....••.•..•...••...•.. 186

4.13 Summary of The Hypotheses 188 4.14 Discussion 189 4.14.1 DirectPaths 189 4.14.1.1 The First Objective ofThis Study Was, to Evaluate the Effect of Principals' Transfurrro.tional Leadership and Its Four Dimensions on Teachers' Creativity---,--- 190

4.14.1.2 The Second Objective, to Investigate the Effect of Teachers' Personality, its Five Dimensions, and Teachers' Creativity.---194

4.14.2 Mediating Paths 197 4.14.2.1 The Third objective, to Assess the Mediating Roe of Teachers' Intrinsic Motivation Between Principals' Transformational Leadership, Its Dimensions, and Teachers' Creativity. ---197

4.14.2.2 The Fourth Objective, to Determine the Mediating Role of Teachers' Intrinsic Motivation Between Teachers' Personality, Its Dirrensbns, and Teachers' Creativity.---201

4.15 Summaryofthe Chapter 205

CHAPTER FIVE: IMPLICATIONS AND CONCLUSIONS 206

5.1 Introduction 206

5.2 Recapitulation of the Study's Findings 206

5.3 Implications of the Research 208

5.3.1 Managerial Implications 208

5.3.2 Practical Contribution 209

5.3.3 Theoretical Contribution 212

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5.4 Limitations ofS tudy 213

5.5 Suggestions for Future Research 214

5.6 Conclusion 215

REFERENCES ...•...•...••...•...•...•...•.•••....••...•... 217 APPENDICES ...•...••.••... 270

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LIST OF TABLES

Table I. I Globallnnowtion lndex,2017 7

Table I. 2 OverallGloba!Creativitylndex 8

Table 3. I Total Population, Male and Female Colleges in Quetta 1 1 2

Table 3. 2 Creativity Measures (13 Items) 120

Table 3. 3 Transformational Leadership Measures (20 Items) 124 Table 3. 4 Personality Traits Measures (20 Items) 127 Table 3. 5 Intrinsic Motivation Measures (15 Items) 130

Table 3. 6 Reliability Test 133

Table 4. 1 Questi:>nnaire Distributionard Decision 136

Table 4. 2 Total and Percentage of Missing Values 138

Table 4. 3 Perno graphic Characterstcs of the Respondents 141

Table 4. 4 (Descr-iptive Statistics of Main Variables 143

Table 4. 5 Descriptive Statistics of The Dimensions ofTFL arxl PRS Variables 144 Table 4. 6 Loadings, Composite Reliability, and Average Variance Extracted 148 Table 4. 7 Fornell ard Larcker, Discriminant Validity 153

Table 4. 8 Discriminant Validity: Cross Loadings 154

Table 4. 9 Discriminant Validity: HTMT 157

Table 4. IO Second-order Construct Establishment 159

Table 4. 11 Direct Hypotheses 166

Table 4. 12 Results ofMediation 181

Table 4. 13 Predictive Quality Indicators of the Model.. 184

Table 4. 14 Coefficient of Determination 185

Table 4. 15 Effect Size of Creativity and Intrinsic Motivation) 187

Table 4. 16 Summary of The Hypotheses 188

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LIST OF FIGURES

ConceptualFramework 82

Quetta in the Map of Pakistan 114

Measurement Model 146

Algorithm, (Model-L), Direct Relationship, Main Variables 163 Algorithm, (Model-2) Direct Relationship, Diroensions 164 Bootstrapping, (Model-I), Direct Relationship, Main Variables 168 Bootstrapping, (Model-2), Direct Relationship, Dimensions 169 Algorithm, (Model-I) Mediation, Main Variables 174

Algorithm, (Model-Z) Mediation, Dimensions 175

Bootstrapping, (Model-I), Indirect Effect, Main Variables 176 Bootstrapping, (Model-2), Indirect Effect, Dimensions 178

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CHAPTER ONE INTRODUCTION

1.1 Introduction

Chapter One presents the background of the study and problem statement, This chapter alj discusses the research questions and research objectives. Similarly, research hypotheses are incWed in this chapter. The scope of the study and the significance of the study are also discussed, arrl a surrmary of the chapter is presented at the end.

1.2 Background of the Study

Creativity in the 21st century is an essential life skill, and an educational system should nurture creativity (Agbaje, 8 June 2016; Craft, 1999). This is because creativity has the ability to minimize or solve several ecooomic, social, and political issues (Karnpylis, 20 l 0). Creativity, in fact, is known as "an essential tool in addressing global challenges such as climate change, health care ref>rms and sustainable growth to prormte economic competitiveness, social cohesion and in:lividual well-being"

(Andiliou & Murphy, 2010, p. 202). Creativity is thus a necessity and a basic lire skill (Puccio & Gonzalez, 2004). As Plucker and Beghetto (2003) have stated, creativity is

"critical to our continued survival" (p. 215). In this workl of competition, creativity is considered to be fundarrental for a country to rennin competitive in today's global ecooomy (Shaheen, 2010). Tbe need for creativity is becoming normal and pervasive in the routines and working lives of people (Fk>rida, 2002). In the view of Fk>rida

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