Iranian EFL Teachers’ Perception of Creative Teaching: Understanding the Facilitators, Barriers, and Consequences

Abstract

Creativity is a fundamental property of the 21st-century pedagogical process. Integrating creativity into educational systems despite structural limitations remains a significant concern for educational researchers. This descriptive-qualitative study aimed to investigate Iranian EFL teachers’ perceptions of creative teaching and to develop a conceptual framework within the constrained environments of English language institutes. Using purposive sampling, 10 male and female EFL teachers from various institutes in Isfahan, Iran, participated in semi-structured interviews. Data were analyzed using an inductive thematic approach via MAXQDA 2023. The findings were categorized into three dimensions: facilitators (driving forces), inhibitors (structural boundaries), and consequences. Thirteen themes were identified as facilitators, including two-way interaction, continuous monitoring, and creative problem-solving. Primary inhibitors emerged as rigid institutional policies, personal factors, sociocultural aspects, and time constraints. The consequences of creative strategies included enhanced student achievement, motivation, and improved communication. Based on these findings, the study proposes a multidimensional interaction of multiple factors that influence creative teaching within the limited structures of English language institutions, revealing creative teaching as a dynamic navigation between pedagogical innovation and institutional constraints. The findings provide a roadmap for teachers and administrators to transition from mini-c to pro-c creativity within limited institutional structures.