In the dynamic landscape of modern education, a teacher's mastery of their craft and their ability to innovate are two sides of the same coin. This study delves into the vital synergy between professional competence and creativity among public elementary school teachers in the Tagum City Division. We sought to understand not just if a relationship exists, but how specific domains of a teacher's expertise—their knowledge of the subject, their skill in teaching it (didactic), and their understanding of how children learn (pedagogic)—serve as the essential foundation for creative teaching practices. Through a descriptive-correlational survey of 100 public elementary teachers, selected to provide a representative voice, the data revealed a highly encouraging environment. Teachers in Tagum City demonstrated high levels of professional competence and, in parallel, high levels of creativity in their classrooms. Statistical analysis confirmed a significant positive relationship between these two variables, affirming that deep professional knowledge fuels innovative teaching. A regression analysis provided the most nuanced insight: while all three domains of competence significantly influence creativity, it is didactic competence—the art and science of how to teach a subject—that emerged as the most powerful driver. This suggests that knowing how to explain a concept, design an activity, and sequence a lesson is the primary catalyst for creative instruction. These findings lead to a powerful recommendation: for educational leaders to design professional development that moves beyond mere content knowledge. By intentionally strengthening teachers' didactic skills—their toolkit for instruction—we can directly unlock their creative potential. This strategic focus promises to cultivate classrooms that are not only competent but also captivating, fostering a love for learning that lasts a lifetime.
Fe Delma O. Sabaricos (Wed,) studied this question.