Acceso usuarios
Asma Sulaiman AlFayiz
This study aims to assess how effectively high school jurisprudent teachers employ serious creativity strategies and identify the obstacles they face. Furthermore, this study focused on the role of communication strategies in implementing serious creativity strategies. Using a descriptive (survey) approach, 71 female teachers were assessed with observation cards and obstacle questionnaires. Results showed a weak overall mean score of 2.29 for the use of creativity strategies. The mean score for obstacles was 3.38, indicating a moderate level. The most significant obstacles were the educational environment (3.68), teachers themselves (3.33), students (3.30), and the curriculum (3.20). No statistically significant differences were found based on teachers' experience or academic qualifications, highlighting systemic issues rather than individual shortcomings. The study provides insights and empirical evidence on current practices and challenges in employing serious creativity strategies within jurisprudent education. It suggests improvements in teacher training, teaching practices, and curriculum design. Specifically, comprehensive training programs on serious creativity strategies should be introduced to ensure teachers are well-prepared and confident. Additionally, further research is recommended to explore the long-term effects and benefits of these strategies in diverse educational settings. Collaboration among educators, policymakers, and curriculum developers is crucial to effectively addressing these challenges and enhance educational outcomes. These efforts will lead to better-prepared and more innovative teachers.
