Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 7 no. 5 (2026)

A Faculty Development Framework for Senior High School Teachers Based on Creativity, Skills, and Motivation

Millet T. Mendoza | Frederick A. Inoncillo

Discipline: Teacher Training

 

Abstract:

This study examined the relationship among domain-relevant skills, creative thinking, and task motivation among Senior High School (SHS) teachers using a convergent parallel mixed-methods design. Quantita- tive data were gathered using the Philippine Professional Standards for Teachers (PPST), Torrance Tests of Creative Thinking (TTCT), and Work Preference Inventory (WPI), while qualitative insights were ob- tained from focus group discussions and classroom observations. Over- all, teachers demonstrated high levels of domain-relevant skills and av- erage levels of creative thinking skills, with relatively stronger perfor- mance observed in originality and fluency. In terms of motivation, teachers reported slightly higher levels of intrinsic motivation, particu- larly enjoyment, compared to challenge, while extrinsic motivation re- mained average, with compensation rated higher than external recog- nition. Correlation analysis did not reveal statistically significant rela- tionships among the variables. However, qualitative findings high- lighted the influence of both individual and contextual factors. Teachers emphasized intrinsic motivation, instructional practices, and institu- tional support as contributing to creativity, while also identifying con- straints such as limited resources, heavy workloads, and limited pro- fessional development opportunities. These findings suggest that teacher creativity appears to be influenced by a combination of per- sonal and environmental conditions rather than strong statistically sig- nificant relationships among the measured variables. Based on these findings, a faculty development framework is proposed to support teacher creativity through targeted professional development, im- proved institutional support, and resource provision, with the goal of fostering more innovative teaching practices.



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