Comprehensive Analysis of Teachers’ Creativity Based on Scopus Data
Keywords:
teachers’ creativity; competence; educational innovation; professional development; critical thinkingAbstract
This paper presents a comprehensive analysis of research on teachers’ creativity published between 2019 and 2024, using the Scopus database as the primary source. Rooted in the increasing recognition of creativity as a vital component of teachers’ professional competence, the review addresses a critical gap in the existing literature by synthesizing research trends, influential contributors, and thematic directions in the field. Employing the PRISMA method, 508 articles were initially retrieved and rigorously filtered through inclusion and exclusion criteria, resulting in 30 articles selected for final analysis. The findings reveal a growing scholarly interest in teachers’ creativity, particularly in response to educational challenges such as curriculum demands, technological integration, and the COVID-19 pandemic. Analysis of publication trends highlighted an upward trajectory in research output, with peak contributions in 2022 and 2023. Leading journals, such as Frontiers in Education and Thinking Skills and Creativity, have played pivotal roles in disseminating influential studies. Moreover, Indonesia, Spain, and Chile emerged as the most active contributors geographically. Thematically, research clusters emphasize the interconnection of creativity with professional development, pedagogical innovation, critical thinking, and digital tools. Notably, the study uncovered recurring barriers to creativity—ranging from time constraints to institutional limitations—while also identifying enabling factors such as leadership support and reflective practices. By providing a structured overview of recent research, this study offers valuable implications for educators, policymakers, and researchers. It underscores the need for targeted professional development and policy initiatives to cultivate creative competence among teachers. Future research should expand to include broader databases and explore cultural-contextual dimensions to enhance the applicability and impact of creative practices in education.
https://doi.org/10.26803/ijlter.24.9.33
References
Abdullah, N., Mustafa, Z., Hamzah, M., Dawi, A. H., Mustafa, M. C., Halim, L., Saleh, S., & Che Abdul Khalil, C. S. H. A. (2021). Primary school science teachers’ creativity and practice in Malaysia. International Journal of Learning, Teaching and Educational Research, 20(7), 346–364. https://doi.org/10.26803/IJLTER.20.7.19
Ahmad, M., Suryadi, S., Matin, M., & Sugiarto, S. (2023). Organizational climate and quality of work-life in the creativity of teachers. International Journal of Evaluation and Research in Education, 12(2), 905–913. https://doi.org/10.11591/ijere.v12i2.22738
Aky?ld?z, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, Article 100649. https://doi.org/10.1016/j.tsc.2020.100649
Al-khresheh, M. H. (2022). The impact of COVID-19 pandemic on teachers’ creativity of online teaching classrooms in the Saudi EFL context. Frontiers in Education, 7(December), 1–11. https://doi.org/10.3389/feduc.2022.1041446
Ambarwati, D. R. S., Wulandari, D., Isa, B., Astuti, E. P., & Suardana, I. W. (2023). Museum-based learning for creativity: Indonesian and Malaysian teachers’ expectation vs reality. Humanities, Arts and Social Sciences Studies, 23(2), 316–326. https://doi.org/10.14456/hasss.2023.29
Anderson, R. C., Katz-Buonincontro, J., Livie, M., Land, J., Beard, N., Bousselot, T., & Schuhe, G. (2022). Reinvigorating the desire to teach: Teacher professional development for creativity, agency, stress reduction, and wellbeing. Frontiers in Education, 7(March), 1–16. https://doi.org/10.3389/feduc.2022.848005
Ata-Aktürk, A., & Sevimli-Celik, S. (2023). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 31(1), 95–114. https://doi.org/10.1080/09669760.2020.1754174
Benic, M. Ž. (2021). Definitions and beliefs about creativity: Perspectives of primary school teachers, students, and parents in Croatia. Sodobna Pedagogika/Journal of Contemporary Educational Studies, 72(3), 160–172. https://www.proquest.com/docview/2629421604?_oafollow=false&pq-origsite=primo&sourcetype=Scholarly%20Journals
Calafato R. (2024). Literature in language education: Exploring teachers’ beliefs, practices, creativity, and literary competence. Pedagogies: An International Journal, 19(1), 80?98. https://doi.org/10.1080/1554480X.2022.2164500
Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking Skills and Creativity, 39, Article 100761. https://doi.org/10.1016/j.tsc.2020.100761
Chamorro-Atalaya, O., Olivares-Zegarra, S., Sobrino-Chunga, L., Guerrero-Carranza, R., Vargas-Diaz, A., Huarcaya-Godoy, M., Rasilla-Rovegno, J., Suarez-Bazalar, R., Poma-Garcia, J., & Cruz-Telada, Y. (2023). Application of the chatbot in university education: A bibliometric analysis of indexed scientific production in SCOPUS, 2013–2023. International Journal of Learning, Teaching and Educational Research, 22(7), 281–304. https://doi.org/10.26803/ijlter.22.7.15
Chen, K., Chen, J., & Wang, C. (2023). The effects of two empathy strategies in design thinking on pre-service teachers’ creativity. Knowledge Management and e?Learning, 15(3), 468–486. https://doi.org/10.34105/j.kmel.2023.15.027
Cropley, D. H., Patston, T., Marrone, R. L., & Kaufman, J. C. (2019). Essential, unexceptional and universal: Teacher implicit beliefs of creativity. Thinking Skills and Creativity, 34(July), Article 100604. https://doi.org/10.1016/j.tsc.2019.100604
de la Peña Álvarez, C. (2019). Importance of creativity and learning in preservice teachers. Electronic Journal of Research in Educational Psychology, 17(48), 267–294. https://doi.org/10.25115/ejrep.v17i48.2246
Demirta?, B., & Karaduman, G. B. (2021). Adaptation of the SenSel creativity-sensitization and self questionnaire for educators and teachers into Turkish and its relationship with mathematical thinking skills. Thinking Skills and Creativity, 39, Article 100790. https://doi.org/10.1016/j.tsc.2021.100790
Dewi, N. (2019). Cognition, conscience, and creativity: Multimedia-based literature teaching for pre-service teachers in Indonesia. 3L: Language, Linguistics, Literature, 25(2), 86–98. https://doi.org/10.17576/3L-2019-2502-07
Dolenc, P., & ?ehovin, G. (2020). Pojmovanja ustvarjalnosti in stališ?a do te pri sedanjih in bodo?ih vzgojiteljicah predšolskih otrok [Conceptions and attitudes towards creativity among pre-service and in-service preschool teachers]. Journal of Elementary Education, 13(3), 289–310. https://doi.org/10.18690/rei.13.3.289-310.2020
Emine, A. (2024). The creativity levels of pre-service teachers and the preferences of a teacher model supporting creativity. Revista de Cercetare Si Interventie Sociala, 85, 207–218. https://doi.org/10.33788/rcis.85.13
Frawley, E. (2020). Creative knowledge: The centrality of creativity in teachers’ conceptions of subject English. Changing English, 27(3), 295–304. https://doi.org/10.1080/1358684X.2020.1740975
Galea Y. T., & Ramos V. J. (2023). La creatividad en la educación musical actual: Revisión desde los niveles escolares y la formación del profesorado [Creativity in current music education: A review from school levels and teacher training]. Revista Electronica de LEEME, 53. https://doi.org/10.7203/LEEME.52.27355
Guillén-Gámez, F. D., Ruiz-Palmero, J., & Gómez-García, M. (2023). Digital competences in research: Creativity and entrepreneurship as essential predictors for teacher training. Journal of Computers in Education, 11, 1263–1282. https://doi.org/10.1007/s40692-023-00299-3
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/10.1002/cl2.1230
Han, W., & Abdrahim, N. A. (2023). The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research. Thinking Skills and Creativity, 48, Article 101302. https://doi.org/10.1016/j.tsc.2023.101302
Harjono, A., Gunawan, Busyairi, A., & Prayogi, S. (2024). Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles. International Journal of Education and Practice, 12(2), 253–267. https://doi.org/10.18488/61.v12i2.3676
Hua, Y., & Yang, Y. (2024). Early childhood preservice teachers’ beliefs of creativity, creative individuals and creative environment: Perspectives from China. Thinking Skills and Creativity, 51, Article 101441. https://doi.org/10.1016/j.tsc.2023.101441
Ibrayeva, L., Helmer, J., & CohenMiller, A. (2022). “Thinking outside the Yurt”: Kazakhstani upper secondary school teachers’ beliefs about the nature of creativity and creative students. Thinking Skills and Creativity, 46, Article 101176. https://doi.org/10.1016/j.tsc.2022.101176
?flazo?lu Saban, A., & Erden Özcan, ?. (2022). An investigation of pre-school teachers’ creativity perceptions through metaphors. Pedagogies, 17(1), 1–17. https://doi.org/10.1080/1554480X.2020.1781640
Kalantari, B., Aliakbari, M., & Khany, R. (2023). Creativity-nurturing practices of Iranian EFL teachers. TESL-EJ, 27(3), 1–23. https://doi.org/10.55593/ej.27107a1
Kartal, G. (2024). The influence of ChatGPT on thinking skills and creativity of EFL student teachers: A narrative inquiry. Journal of Education for Teaching, 50(4), 627–642. https://doi.org/10.1080/02607476.2024.2326502
Kharchenko, L. N., Aybatirov, K. S., Aybatirova, M. A., Gladchenko, V. E., & Kharlanova, N. N. (2020). Creativity of high school teachers over time. International Journal of Criminology and Sociology, 9, 2311–2315. https://doi.org/10.6000/1929-4409.2020.09.276
Kiri?çi, N. (2023). Teacher beliefs about creativity and creative student characteristics: Teachers’ perspectives on Turkish gifted students. Education 3-13, 1–14. https://doi.org/10.1080/03004279.2023.2272721
Kizilay, E., Saylan Kirmizigül, A., & Çevik, M. (2023). The impact of technology-supported interdisciplinary integration on critical thinking and creativity: The perspective of pre-service teachers. Participatory Educational Research, 10(3), 247–265. https://doi.org/10.17275/per.23.54.10.3
Kyritsi, K., & Davis, J. M. (2021). Creativity in primary schools: An analysis of a teacher’s attempt to foster childhood creativity within the context of the Scottish Curriculum for Excellence. Improving Schools, 24(1), 47–61. https://doi.org/10.1177/13654802209683
Leikin, R., & Elgrably, H. (2020). Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers. International Journal of Educational Research, 102, Article 101424. https://doi.org/10.1016/j.ijer.2019.04.002
Makris, S., Welch, G. F., & Himonides, E. (2022). Music teachers’ perceptions of, and approaches to, creativity in the Greek-Cypriot primary education. Journal of Creative Behavior, 56(1), 92–107. https://doi.org/10.1002/jocb.518
Marangio, K., Carpendale, J., Cooper, R., & Mansfield, J. (2024). Supporting the development of science pre-service teachers’ creativity and critical thinking in secondary science initial teacher education. Research in Science Education, 54(1), 65?81. https://doi.org/10.1007/s11165-023-10104-x
Massie, M. H., Capron Puozzo, I., & Boutet, M. (2022). Teacher creativity: When professional coherence supports beautiful risks. Journal of Intelligence, 10(3), Article 62. https://doi.org/10.3390/jintelligence10030062
Mateos-Moreno, D., & Garcia-Perals, J. (2024). Exploring Spanish studio music teachers’ views on topics related to creativity. Research Studies in Music Education, 46(1), 134–148. https://doi.org/10.1177/1321103X231223135
Matthews, M. (2022). Creativity in the lives of English teachers: Voices through found poetry. English in Education, 56(4), 357–371. https://doi.org/10.1080/04250494.2022.2095898
Matthews, M., Bamber, S., & Jones, L. (2023). Using found poetry to explore creativity in the professional lives of English teachers. Teachers and Teaching: Theory and Practice, 29(7–8), 739–752. https://doi.org/10.1080/13540602.2023.2201422
Michaelidou, A., & Pitri, E. (2022). Early childhood student-teachers’ perspectives on creativity. Frontiers in Education, 7, Article 1042598. https://doi.org/10.3389/feduc.2022.1042598
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement [Reprinted from PLoS Medicine, 6(7), Article e1000097]. Annals of Internal Medicine, 151(4), 264–269, W-64. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Moher, D., Stewart, L., & Shekelle, P. (2016). Implementing PRISMA-P: Recommendations for prospective authors. Systematic Reviews, 5, Article 15. https://doi.org/10.1186/s13643-016-0191-y
Morris, T. H. (2020). Creativity through self-directed learning: Three distinct dimensions of teacher support. International Journal of Lifelong Education, 39(2), 168–178. https://doi.org/10.1080/02601370.2020.1727577
Nguyen, V. T., Nguyen, C. T., Yoo, S. C., & Jung, K. (2023). Unveiling augmented reality applications: Exploring influential factors through comprehensive review. SN Computer Science, 4(5), Article 694. https://doi.org/10.1007/s42979-023-02175-4
Nja, C. O., Ukwetang, J. O., Orim, R. E., Cornelius-Ukpepi, B., & Ndifon, R. A. (2022). Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation. Frontiers in Education, 7(October), 1–14. https://doi.org/10.3389/feduc.2022.944567
Ramdani, Z., Hadiana, D., Amri, A., Warsihna, J., Widodo, W., Chandra, D. T., & Sopandi, E. (2022). The mediating role of attitude in the correlation between creativity and curiosity regarding the performance of outstanding science teachers. Jurnal Pendidikan IPA Indonesia, 11(3), 412–419. https://doi.org/10.15294/jpii.v11i3.37272
Remiswal, Ahmad, A., Firman, A. J., Asvio, N., & Kristiawan, M. (2023). Teacher creativity counteracts radicalism in the world of education based on local cultural values. International Journal of Instruction, 16(2), 1003–1016. https://doi.org/10.29333/iji.2023.16253a
Rybkin, A. D., & Grebennikova, V. M. (2019). The role of creativity in the process of competitive teacher training subject to Russian professional standard requirements. European Journal of Contemporary Education, 8(2), 348–356. https://doi.org/10.13187/ejced.2019.2.348
Sali, G., & Özbay Özdemir, ?. (2023). Perceptions of preservice preschool teachers on concept of creativity. Creativity Studies, 16(2), 708–725. https://doi.org/10.3846/cs.2023.16091
Sánchez, A., Font, V., & Breda, A. (2022). Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity. Mathematics Education Research Journal, 34(4), 863–885. https://doi.org/10.1007/s13394-021-00367-w
Schiavio, A., van der Schyff, D., Philippe, R. A., & Biasutti, M. (2023). Music teachers’ self-reported views of creativity in the context of their work. Arts and Humanities in Higher Education, 22(1), 60–80. https://doi.org/10.1177/14740222221125640
Singh, V. K., Singh, P., Karmakar, M., Leta, J., & Mayr, P. (2021). The journal coverage of Web of Science, Scopus and Dimensions: A comparative analysis. Scientometrics, 126, 5113–5142. https://doi.org/10.1007/s11192-021-03948-5
Sun, C., Zhou, Z., Yu, Q., Gong, S., Yi, L., & Cao, Y. (2021). Exploring the effect of perceived teacher support on multiple creativity tasks: Based on the expectancy–value model of achievement motivation. The Journal of Creative Behavior, 55(1), 15–24. https://doi.org/10.1002/jocb.430
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2022). Promoting creativity: Secondary visual art teachers’ perceptions and understanding of creativity in Ghana. Thinking Skills and Creativity, 45, Article 101057. https://doi.org/10.1016/j.tsc.2022.101057
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2023a). Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana. Social Sciences & Humanities Open, 7(1), Article 100385. https://doi.org/10.1016/j.ssaho.2022.100385
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2023b). Gauging Ghanaian secondary visual arts teachers’ levels of creativity: Four C trajectory of creativity. Thinking Skills and Creativity, 49, Article 101318. https://doi.org/10.1016/j.tsc.2023.101318
Tamsah, H., Ilyas, J. B., & Yusriadi, Y. (2021). Create teaching creativity through training management, effectiveness training, and teacher quality in the Covid-19 pandemic. Journal of Ethnic and Cultural Studies, 8(4), 18–35. https://www.jstor.org/stable/48710093
Thu, H. L. T., Hong, C. N. T., Huy, V. N., & Le Thi, B. (2024). A systematic review of research on gender diversity in STEM education. International Journal of Learning, Teaching and Educational Research, 23(4), 217–233. https://doi.org/10.26803/ijlter.23.4.12
Tok, E. (2022). Early childhood teachers’ roles in fostering creativity through free play. International Journal of Early Years Education, 30(4), 956–968. https://doi.org/10.1080/09669760.2021.1933919
Troncoso, A., Aguayo, G., Acuña, C. C., & Torres, L. (2022). Creativity, pedagogical, and educational innovation: Analysis of the perception of a group of Chilean teachers. Educação e Pesquisa, 48, 1–20.
https://doi.org/10.1590/s1678-4634202248238562eng
Ubah, I. J. A., & Ogbonnaya, U. I. (2021). Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity. South African Journal of Education, 41(4), 1–10. https://doi.org/10.15700/saje.v41n4a1933
Uszy?ska-Jarmoc, J., & Kunat, B. (2020). Students and teachers implicit and explicit theories of creativity. Creativity, 6(2), 223–249. https://doi.org/10.1515/ctra-2019-0013
Wang, L., & Dai, J. (2024). Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success. Thinking Skills and Creativity, 52, Article 101535. https://doi.org/10.1016/j.tsc.2024.101535
Widodo, W., & Gustari, I. (2020). Teacher’s innovative behavior in Indonesian school: The role of knowledge management, creativity and OCB. Universal Journal of Educational Research, 8(10), 4784–4791. https://doi.org/10.13189/ujer.2020.081050
Xu, W., & Sheng, L. (2024). Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study. International Journal of Applied Linguistics (United Kingdom), August, 0–15. https://doi.org/10.1111/ijal.12599
Zainal Abidin, N. B., Mat Jan, N. A., Othman, A. Z., Thiruchelvam, L., Jinn, L. S., Abdullah Sani, S. A., Haris, N. I., & Abdul Aziz, N. (2023). Five-year bibliometric analysis of Education 4.0 and direction for Education 5.0 future research. International Journal of Learning, Teaching and Educational Research, 22(9), 382–400. https://doi.org/10.26803/ijlter.22.9.21
Zha, Z., & Greenier, V. (2023). Chinese teachers’ perceptions of creativity in the EFL classroom: Advancing a culturally situated conceptualization of creativity. Teaching English Language, 17(2), 169–211. https://doi.org/10.22132/tel.2023.181859
Zholdasbekov, A., Septemirova, A., ?yrzabekov, E., Kozybaev, Y., Zholdasbekova, K., & Mussabekova, G. (2019). Pedagogical conditions of formation of creativity at future teachers. Opcion, 35(90–2), 784–805.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Duong Thi Nga, Dam Thi Kim Thu, Nguyen Thi Thanh Huyen
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
