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Description
Recognizing the critical role of teacher creativity and motivation in practical education, this study aimed to develop a faculty development framework to enhance the creativity and motivation of Senior High School (SHS) teachers at one institution in Baliwag, Bulacan. Employing a sequential-exploratory design, the study combined quantitative data collected through the Philippine Professional Standards for Teachers (PPST), Torrance Tests of Creative Thinking (TTCT), and Work Preference Inventory (WPI) with qualitative insights from Focus Group Discussions (FGDs). Findings revealed that SHS teachers exhibited high levels of domain-relevant skills, particularly in content knowledge, learning environment, assessment and reporting, and curriculum planning. For creative thinking abilities, teachers scored high in originality, while their performance in fluency, elaboration, and title generation was average, with a notable weakness in resisting premature closure. Task motivation was mixed: internal motivation was very high for enjoyment but low for challenge, while external motivation and compensation were rated high overall. The proposed faculty development framework emphasized professional development programs, collaborative and peer learning, technology integration and resource management, school culture and policy changes, and organizational and structural changes. Tailored to SHS teachers' needs, this initiative aims to foster a culture of creativity and sustained motivation among educators, thereby enhancing their teaching practices and overall effectiveness.
