Creativity and Teaching Effectiveness of Primary School Teachers in the District of Banate, Iloilo, Philippines

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.

Creativity, Teaching Effectiveness, Primary School Teachers, Learner-Centered Instruction, Descriptive-Correlational Study

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