The aim of this study is to examine the relationship between classroom teachers' critical and creative thinking tendencies. In this study, correlation method was used from Quantitative Research models. The universe of the research is 764 primary school teachers in official primary schools affiliated to Gaziosmanpaşa District Directorate of National Education. Since the universe cannot be reached, sampling has been done. The sample of the research consists of simple 391 primary school teachers. "UF / EMI Critical Thinking Tendency Scale" by Şen (2014) and "Marmara Creative Thinking Tendency Scale" by Özgenel and Çetin (2017) was used. The priority is to examine the normality distributions of scales and sub-dimensions. In the light of the results achieved, it has used alternative methods for the normal distribution assumption for analysis. In the research group, frequency distributions and also percentage distributions were extracted of the statistical information of the teachers. Arithmetic mean and standard deviation marks were computed for the first and second sub problems of the scales. For the third sub-problem, the correlation analysis technique was used to find out the relationship between the critical thinking and creative thinking tendencies of the primary school teachers. As a result of the research, it was concluded that the critical thinking tendencies of the classroom teachers were “high” in all scale dimensions. It is concluded that the creative thinking skills of classroom teachers are at “high” level in all scale dimensions. A moderately positive correlation was found between the critical and creative thinking tendencies of the primary school teachers.
Critical thinking, Creative Thinking, Tendency, Primary School Teacher