Teaching Creativity and Its Association with Student Academic Performance: Evidence from Secondary Schools in Garissa Township, Kenya

Abstract

The purpose of this study was to investigate association between teaching creativity and student academic performance in secondary schools in Garissa Township Sub-County, Kenya. Anchored in the Self-Determination Theory, the research adopted a positivist paradigm and employed a correlational research design. The study collected data from 105 teachers, 9 principals, 9 deputy principals, and the Sub-County Director of Education through structured questionnaires and semi-structured interviews. Due to the relatively small target population, a census approach was adopted to ensure comprehensive representation. Quantitative data were analyzed using descriptive and inferential statistics, including Pearson product–moment correlation, while qualitative data were thematically analyzed. The study findings revealed statistically significant strong positive association between teaching creativity and student academic performance in secondary schools in Garissa Township Sub-County, Kenya (r = 0.65, p < .001). Qualitative data further supported the quantitative findings, revealing that teachers’ creativity was higher and linked to academic performance. The study concludes that teaching creativity significantly enhances academic performance, especially when teachers perceive the system as supportive rather than punitive. The study recommends that Kenyan education policymakers should design strategies for ensuring that they continuously invest in capacity building for the teachers. These strategies are essential for translating creativity into improved learning outcomes in public secondary schools.