摘要：The climate for innovation is related with organizational outputs comprising the benefits of ideas, significant innovations and satisfaction of the employees and the service takers; and sophisticated applications of the effectiveness of the services as perceived by service takers. It indicates an organizational willingness necessary for experiencing innovative ideas. As for intrinsic motivation, it can be defined as the experience of one's exposing his/her own talents or abilities. Intrinsically motivated people have the ability of multi faceted reasoning and using various learning strategies. Then intrinsically motivated individuals are expected to be more creative and make innovative efforts to support organizational goals. The goal of this study is to discover the relationship of the creativity levels of the teachers to their intrinsic motivation levels and climates of schools for innovation. The study is designed in correlational research. “Creativity Scale” developed by Zhou & George (2001) and “Climate for Innovation Scale” adapted from Scott & Bruce (1994) and “Intrinsic Motivation Scale” developed by Dündar, Özutku & Taşpınar (2007) were used in the study. The data were collected from teachers working at different levels of public and private schools in Ankara Province during 2014-2015 school year. According to the results of the study private school teachers self-reported to be more intrinsically motivated and creative than public school teachers. Intrinsic motivation was predicted to be positively related to teacher creativity while two sub-dimensions of the climate for innovation were not.
