A Systematic Review of Factors Influencing K-12 Teachers' Creative Teaching Across Different Forms: An Ecological Perspective

Abstract

The question of why creativity lacks effective integration in education deserves further exploration, especially regarding its various forms and contexts. This systematic review analyzes the literature on factors influencing K-12 creative teaching until 2022, focusing on two facets: (a) diverse forms (for, with, integrated), and (b) the ecological system (individual, micro, meso, exo, macro) of creative teaching. Key findings reveal: (1) a predominant emphasis on the for form; (2) factors emphasize the individual system, such as teachers’ beliefs and attitudes; (3) environmental factors shift from positive to negative across micro to macro systems. Implications for practice and future research are discussed.