What type of study is this?

This is a Quantitative Study study.

September 27, 2025

Comprehensive Analysis of Teachers’ Creativity Based on Scopus Data

Puntos clave

Research reveals a significant increase in teachers’ creativity studies, particularly responding to curriculum demands.
Findings show a marked rise in publication output during 2022 and 2023, indicating heightened scholarly interest.
Analysis employed the PRISMA method, filtering 508 articles down to 30 for in-depth exploration of trends.
Study underscores barriers to creativity in education while identifying support factors like leadership and reflective practices.

Resumen

This paper presents a comprehensive analysis of research on teachers’ creativity published between 2019 and 2024, using the Scopus database as the primary source. Rooted in the increasing recognition of creativity as a vital component of teachers’ professional competence, the review addresses a critical gap in the existing literature by synthesizing research trends, influential contributors, and thematic directions in the field. Employing the PRISMA method, 508 articles were initially retrieved and rigorously filtered through inclusion and exclusion criteria, resulting in 30 articles selected for final analysis. The findings reveal a growing scholarly interest in teachers’ creativity, particularly in response to educational challenges such as curriculum demands, technological integration, and the COVID-19 pandemic. Analysis of publication trends highlighted an upward trajectory in research output, with peak contributions in 2022 and 2023. Leading journals, such as Frontiers in Education and Thinking Skills and Creativity, have played pivotal roles in disseminating influential studies. Moreover, Indonesia, Spain, and Chile emerged as the most active contributors geographically. Thematically, research clusters emphasize the interconnection of creativity with professional development, pedagogical innovation, critical thinking, and digital tools. Notably, the study uncovered recurring barriers to creativity—ranging from time constraints to institutional limitations—while also identifying enabling factors such as leadership support and reflective practices. By providing a structured overview of recent research, this study offers valuable implications for educators, policymakers, and researchers. It underscores the need for targeted professional development and policy initiatives to cultivate creative competence among teachers. Future research should expand to include broader databases and explore cultural-contextual dimensions to enhance the applicability and impact of creative practices in education.

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