Abstract
From the total population of basic business teachers in a large metropolitan area, criterion groups of highly creative and less creative teachers were selected on the basis of a battery of pencil-and-paper tests of creative thinking abilities. Detailed classroom observations were made of the six highly creative and six less creative basic business teachers during five different class sessions distributed throughout a semester. A record was made of the questions asked by teachers during these five sessions and these were scored on the Burkhart-Bernheim measure of Divergent Power and classified as Divergent-Provocative or Factual-Reproductive. The questions asked by the highly creative teachers compared with those of the less creative ones were given higher scores on the Divergent Power criteria; a greater proportion of them were judged to be Divergent-Provocative and a smaller proportion of them were classified as Factual-Reproductive.