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Objectives This research was to investigated the implicit knowledge of creative teachers possessed by middle school teachers in Korea and China. the study aimed to analyzed the cross-country variances and contribute to comprehension of the educational systems and cultural characteristics of both nations. Methods A survey was administered to a total of 174 middle school teachers in Korea and 187 middle school teachers in China. Participants were requested to freely crticulate the characteristics of creative teachers. The col-lected responses were subsequently analyzed from both cognitive and affective perspectives. Results The results revealed that Korean teachers ranked fluency, communication skills, originality, expertise, flexibility, respect, openness, consideration, breaking stereotypes, and encouragement as the foremost charac-teristics of creative teachers, in that order. Conversely, Chinese teachers mentioned originality, communication skills, expertise, applicability, flexibility, progressiveness, passion for education, fluency, respect, and humor as the key traits. While certain cognitive characteristics of creative teachers displayed similarities across both coun-tries, disparities were observed in their affective characteristics. Additionally, both countries placed greater em-phasis on the cognitive aspect of identifying a creative teacher, rather than the affective aspect. Chinese teachers exhibited a higher emphasis on the cognitive aspect than their Korean counterparts. Conclusions This study has effectively demonstrated dissimilarties in implicit perceptions regarding creative teachers between Korean and Chinese educators. The findings of this research are anticipates to enhance the un-derstanding of the educational systems and cultural characteristics prevalent in both countries.
Liu et al. (Thu,) studied this question.