Influence of Teachers’ Professional Knowledge on the Development of Creativity and Innovativeness among Teachers in Selected Public Primary Schools in Kericho County, Kenya

Author: Stanley C. Rotich, Kafu A. Patrick & Cheruiyot J. Betty

Date: 2024

Abstract: This study investigates the influence of teachers’ professional knowledge on the development of creativity and innovativeness among teachers in selected public primary schools in Kericho County, Kenya. Recognizing the critical role that educators play in fostering a conducive environment to creative thinking and innovative practices, the study focuses on assessing various dimensions of professional knowledge, including pedagogical content knowledge, instructional strategies, and ongoing professional development. Findings indicate that teachers with a robust foundation in professional knowledge exhibit higher levels of creativity and are more likely to implement innovative teaching methods. By utilizing a content analysis framework, this research examines existing literature and empirical data, identifying key components of professional knowledge that contribute to fostering creativity in educational contexts. Employing a systems approach theory, the study contextualizes teachers' knowledge within the broader educational ecosystem, highlighting the interactions between curriculum, pedagogy, and teacher development. Furthermore, the pragmatic philosophical paradigm underpins the research, emphasizing practical outcomes and the usability of findings in real-world educational settings. Data collection involves mixed methods, combining quantitative surveys with qualitative interviews, allowing for a comprehensive exploration of teacher perceptions and practices regarding creativity. Preliminary findings indicate a significant correlation between professional knowledge and creative teaching methods, suggesting that targeted teacher training and professional development programs can enhance innovative practices. The study concludes with recommendations for policy and practice, advocating for a curriculum that equips teachers with the necessary knowledge and skills to nurture creativity and innovativeness among their students, ultimately contributing to the holistic educational goals in Kenya. This research is vital for educational stakeholders aiming to improve teaching effectiveness and student outcomes in primary education

View Full Text