Exploring the impact of creative assessments, instructional quality, and attitudes toward creative learning on teacher readiness: A structural equation modeling approach

Abstract

This study aims to examine the relationships between creative assessments, instructional quality, attitudes toward creative learning, and teacher readiness among pre-service teachers in the ASEAN region, where fostering students’ creative thinking remains a significant educational challenge, as reflected by low performance in international assessments such as PISA. A total of 573 fourth-year pre-service teachers in Cebu City, Philippines, participated in the study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the analysis revealed that creative assessments positively influence self-efficacy, reflective thinking, and adaptability, which are key components of teacher readiness. Furthermore, instructional quality and positive attitudes toward creative learning were significant predictors of enhanced teacher preparedness. These findings suggest that prioritizing creative assessments and maintaining high instructional quality are essential for developing adaptable and reflective educators. Consequently, education stakeholders are called to advance curricular reforms that incorporate innovative teaching strategies and promote professional development initiatives that encourage reflection and creativity among teachers. Such efforts can strengthen teacher competencies, improve student learning outcomes, and better prepare the ASEAN region to meet evolving educational demands.