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The Power of Continuing Professional Development on EFL Teachers’ Creativity

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  • Fatemeh Mohammadifar
  • Mona Tabatabaee-Yazdi

Abstract

Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.

Suggested Citation

  • Fatemeh Mohammadifar & Mona Tabatabaee-Yazdi, 2021. "The Power of Continuing Professional Development on EFL Teachers’ Creativity," International Journal of Educational Studies, Academia Publishing Group, vol. 4(1), pages 1-9.
    • Handle: RePEc:ajo:ijoest:v:4:y:2021:i:1:p:1-9:id:50
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