Teachers’ Classroom Creativity and Students’ Academic Motivation: Implications for Educational Reforms in Nigeria

Abstract

This study investigated the perceived influence of teachers’ classroom creativity on students’ academic motivation in secondary schools within Osun State, Nigeria. A descriptive research design was adopted, targeting teachers and students across two Local Government Areas in Osun State, Nigeria. Using a multistage sampling, the study selected 80 teachers and 120 students from eight public and private secondary schools. Data was collected through two standardized instruments: the Classroom Creativity Questionnaire (CCQ) and the Academic Motivation Questionnaire (AMQ). Descriptive statistics were used to determine the extent of creativity and motivation, while inferential statistics were employed to test the predictive relationship between the variables. Findings revealed that teachers exhibited high levels of classroom creativity, reflecting the increasing adoption of innovative teaching approaches, which are also emphasized in international best practices. Students demonstrated moderate to high levels of academic motivation, though differences emerged across gender and school type. Regression analysis indicated that teachers’ classroom creativity did not significantly predict students’ academic motivation (R² = 0.013, p = 0.308), suggesting that other contextual and cultural factors influence motivation more strongly. The study concludes that while creative teaching should enhance classroom engagement, its motivational impact is mediated by local educational and social contexts. It recommends continuous professional development in creative pedagogy, improved learning resources, and globally informed yet locally adaptable reforms to empower youth and strengthen educational outcomes.