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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Creativity and Teaching Effectiveness of Primary School Teachers in the
District of Banate, Iloilo, Philippines
Lorence Jayne B. Susaya , Jose J. Bacaling
Department of Education, Iloilo State University of Fisheries Science and Technology
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150500016
Received: 26 April 2026; Accepted: 01 May 2026; Published: 23 May 2026
ABSTRACT
This study examined the relationship between creativity and teaching effectiveness among primary school
teachers in the District of Banate, Iloilo. Anchored on Social Cognitive Theory and Constructivist Learning
Theory, the study employed a descriptive-correlational mixed-methods design. A total of sixty-three teachers
participated, selected through cluster sampling. Data were collected using a validated researcher-made
questionnaire consisting of creativity and teaching effectiveness scales, supplemented by open-ended questions.
Quantitative data were analyzed using mean, standard deviation, and Pearson correlation, while qualitative data
were treated using thematic analysis.
Findings revealed that teachers demonstrated a very high level of creativity and a high level of teaching
effectiveness. Furthermore, results showed a strong, positive, and significant relationship between creativity and
teaching effectiveness. These findings indicate that creativity plays a critical role in enhancing instructional
quality and student learning outcomes. The study concludes that strengthening creative teaching practices can
further improve teaching effectiveness. It recommends the implementation of targeted professional development
programs that promote innovative, adaptive, and learner-centered instructional strategies.
Keywords: Creativity, Teaching Effectiveness, Primary School Teachers, Learner-Centered Instruction,
Descriptive-Correlational Study
INTRODUCTION
In contemporary primary education, teaching effectiveness is closely linked to teachers’ ability to design
engaging, innovative, and learner-centered instructional experiences. Among the essential competencies,
creativity plays a crucial role in enhancing instructional quality and improving student learning outcomes.
Creative teaching involves the use of imaginative approaches, adaptive strategies, and context-responsive
materials that make learning meaningful and engaging for diverse learners (Beghetto, 2021; Henriksen et al.,
2020). When effectively applied, creativity promotes student engagement, active participation, and deeper
understanding, thereby strengthening overall teaching effectiveness.
In the Philippine context, the Department of Education emphasizes innovative and learner-centered practices
through frameworks such as the Philippine Professional Standards for Teachers (PPST). However, despite policy
support, the consistent application of creative teaching remains a challenge, particularly in public primary
schools where limited resources, increased workload, and large class sizes constrain instructional practices.
These challenges have become more evident in the post-pandemic educational landscape, where teachers are
expected to address learning gaps while maintaining instructional quality (OECD, 2021).
Empirical studies affirm that creative teaching practices significantly enhance teaching effectiveness by
improving student motivation, engagement, and academic performance (Davies et al., 2021; Henriksen et al.,
2020). However, there is limited localized research examining how creativity directly influences teaching
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effectiveness in Philippine primary school settings. This gap is evident in the District of Banate, Iloilo, where
teachers strive to implement creative strategies despite contextual constraints.
Anchored on Social Cognitive Theory and Constructivist Learning Theory, this study posits that teachers’
creative practices—shaped by their beliefs and instructional approaches—play a vital role in facilitating
meaningful learning experiences and improving teaching effectiveness (Zee & Koomen, 2021; Beghetto, 2021).
Within this framework, creativity is treated as a key determinant of teaching effectiveness.
Thus, this study aimed to examine the relationship between creativity and teaching effectiveness of primary
school teachers in the District of Banate, Iloilo. Specifically, it sought to determine the level of teachers’
creativity and teaching effectiveness, assess their relationship, identify challenges in implementing creative
teaching strategies, and propose interventions to enhance instructional practices. The findings of this study are
expected to provide evidence-based insights for improving teaching quality and informing professional
development programs in primary education.
METHODOLOGY
This study employed a descriptive-correlational mixed-methods design to examine the relationship between
teachers’ creativity and teaching effectiveness. The quantitative component used a survey approach to measure
the levels of creativity and teaching effectiveness and determine their relationship through statistical analysis,
while the qualitative component utilized open-ended questions to explore teachers’ experiences and challenges
in applying creative teaching strategies. The integration of quantitative and qualitative data provided a more
comprehensive understanding of how creativity influences teaching effectiveness (Creswell & Creswell, 2022;
Fetters & Molina-Azorin, 2020).
The respondents of the study were 63 primary school teachers (Grades 1–3) from 13 public elementary schools
in the District of Banate, Iloilo, during the School Year 2025–2026. Cluster sampling was employed to ensure
representation across grade levels. The study was conducted within the Schools Division of Iloilo, where primary
education plays a crucial role in developing foundational learning skills.
Data were gathered using a researcher-made questionnaire consisting of three parts: a brief profile sheet, a 20-
item creativity scale measuring innovative teaching practices and learner engagement, and a 20-item teaching
effectiveness scale assessing instructional clarity, student participation, and attainment of learning objectives.
Responses were rated using a 5-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).
Two open-ended questions were included to capture teachers’ experiences and challenges in implementing
creative teaching strategies. The instrument was developed based on current literature on creative teaching and
instructional effectiveness (Henriksen et al., 2020; Davies et al., 2021). Content validity was established through
expert review, and reliability testing using Cronbach’s alpha yielded a coefficient of 0.95, indicating high internal
consistency (Taber, 2021).
Prior to data collection, permission was secured from the Schools Division Office and district authorities.
Informed consent was obtained from all participants, and questionnaires were distributed and retrieved after
completion. The collected data were organized and prepared for analysis.
Quantitative data were analyzed using mean and standard deviation to determine the levels of creativity and
teaching effectiveness, and Pearson product–moment correlation (r) to examine the relationship between the two
variables (Field, 2020). All statistical tests were conducted at a 0.05 level of significance. Qualitative responses
were analyzed using thematic analysis to identify recurring patterns and challenges, which were used to support
and explain the quantitative findings (Braun & Clarke, 2021).
RESULTS
The findings revealed that primary school teachers in the District of Banate demonstrated a very high level of
creativity in their instructional practices, with an overall mean of 4.54 (SD = 0.35). This indicates that teachers
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consistently employ innovative, engaging, and learner-centered strategies in lesson design and classroom
activities.
In terms of teaching effectiveness, the results showed that teachers exhibited a high level of teaching
effectiveness, with an overall mean of 4.60 (SD = 0.32). This suggests that teachers are generally effective in
facilitating learning, engaging students, and achieving instructional objectives.
Furthermore, correlation analysis revealed a strong, positive, and significant relationship between creativity and
teaching effectiveness (r ≈ 0.80, p < .01). This indicates that higher levels of teacher creativity are associated
with higher levels of teaching effectiveness.
DISCUSSION
The very high level of creativity among teachers suggests that they are capable of adapting instructional
approaches to meet diverse learner needs, even in resource-constrained environments. This finding supports
David Henriksen et al. (2020), who emphasized that creativity enhances flexibility, engagement, and meaningful
learning experiences. Similarly, Dan Davies et al. (2021) found that creative learning environments significantly
improve student participation and motivation. The results further indicate that creativity is influenced not only
by available resources but also by teachers’ mindset, adaptability, and professional practice, consistent with
Ronald Beghetto (2021).
The high level of teaching effectiveness indicates that teachers are generally successful in delivering instruction
and achieving learning outcomes. However, its slightly lower level compared to creativity suggests that teaching
effectiveness may also be influenced by external factors beyond teacher competence. This is consistent with
John Hattie (2020), who highlighted that effective teaching is shaped by both instructional practices and
contextual conditions.
Respondents 3 and 6 consistently emphasized that insufficient instructional materials, limited technological
access, and inadequate physical learning environments restrict the use of innovative and experiential teaching
strategies. Hands-on learning, simulations, and collaborative activities are often minimized due to resource
constraints. This is consistent with UNESCO (2021), which reports that lack of learning materials remains a
structural barrier to quality education, particularly in developing education systems. Without adequate resources,
teachers are forced to rely on lecture-based or textbook-driven instruction, limiting engagement and critical
thinking development. This also constrains the implementation of learner-centered pedagogies emphasized in
21st-century education frameworks.
On the other hand, respondents 12 and 17 highlighted insufficient professional development, lack of mentoring,
and limited institutional support, which contribute to emotional exhaustion and reduced instructional confidence.
These gaps weaken teachers’ ability to adapt to diverse classroom demands and emerging pedagogical
challenges. Likewise, OECD (2021) reported that systemic factors such as resources and institutional support
significantly affect teaching performance.
The strong positive relationship between creativity and teaching effectiveness confirms that creativity is a key
determinant of effective teaching. Teachers who employ innovative, interactive, and flexible instructional
strategies are more likely to enhance student engagement and learning outcomes.
This supports Ronald Beghetto (2021), who emphasized that creative teaching fosters deeper learning, as well
as the findings of Davies et al. (2021), which highlight the impact of innovative practices on academic
performance and classroom interaction. Overall, the findings suggest that strengthening creative teaching
practices can further enhance instructional quality, underscoring the importance of continuous professional
development focused on innovation and learner-centered approaches.
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CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn:
Primary school teachers in the District of Banate demonstrate a very high level of creativity in their instructional
practices, indicating their strong capacity to design engaging, innovative, and learner-centered learning
experiences despite contextual challenges.
Teachers exhibit a high level of teaching effectiveness, reflecting their ability to facilitate learning, engage
students, and achieve instructional objectives. However, teaching effectiveness appears to be influenced not only
by teacher competence but also by external and contextual factors.
There is a strong, positive, and significant relationship between creativity and teaching effectiveness, confirming
that creativity is a key determinant of effective teaching. Teachers who employ creative and flexible instructional
strategies are more likely to enhance student engagement and improve learning outcomes.
Overall, enhancing teachers’ creativity can lead to improved teaching effectiveness, highlighting the importance
of continuous professional development focused on innovative and learner-centered pedagogical practices.
Conflict of Interest
The author declares no conflict of interest regarding the publication of this study. There are no financial, personal,
or institutional interests that could have influenced the results or interpretation of the findings.
Acknowledgements
The researcher expresses sincere gratitude to the Schools Division Office of Iloilo and the District of Banate for
granting permission to conduct this study. Special appreciation is extended to the school heads and primary
school teachers who generously participated and shared their time and insights. The researcher also
acknowledges the valuable guidance of research experts and mentors who contributed to the refinement of this
study. Finally, heartfelt thanks are given to family and colleagues for their unwavering support throughout the
completion of this research.
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