Prepared to Perceive: Teacher Preparation Programs,Teacher Professional Learning,and Desirability of Creativity in the Classroom

Abstract

This quantitative study investigated how teachers are prepared to recognize and value creativity by examining the relationship between teacher preparation, demographic and educational variables, and perceptions of creative student traits. Consistent with prior research, educators generally favored academic characteristics over creative ones. However, age, years of experience, and content area taught emerged as significant predictors. Educators over 40 and those with 20+ years of experience showed a stronger preference for creative traits, as did teachers in certain subject areas. Cluster analysis revealed that while individual variables may not independently predict perceptions, the combination of professional learning experiences and preparation pathways significantly influenced attitudes toward creativity. These findings suggest the importance of systemic, standardized training in cultivating teachers’ appreciation for creative thinking. Further research is needed to explore how professional development and teacher education programs can shape more inclusive, creativity-centered classroom environments.