Creativity Context and Factors in the Teaching of Creative Teachers in Kurdistan Rural Schools

the purpose of this paper is to study the nature and grounds of creativity in the teaching of creative teachers in Kurdistan rural areas.

As a qualitative research, the descriptive phenomenological strategy was applied. Participants include eight teachers working in rural areas and they are targeted based on three criteria: having brilliant performance and achievement (successful educational career), being awarded in National Excellent Teaching Festival, and qualifying as a “Creative Teacher” according to the assessment of the school principal, colleagues and students. A Semi-structured interview was used to identify the context and factors affecting the creativity of teachers. Data was analyzed based on the Colaizzi's method of data analysis.

The research finding indicate that creativity in the teaching of rural teachers could be influenced by three main factors including individual factors (experience and education, interest and motivation, conscientiousness), cultural factors (considering cultural differences in different regions, cultural limitations of less developed areas), and administrative factors (structure, school principal and colleagues).