Research Creativity and Self-determination of Basic Education Teachers in Selected Private Schools

This research explores the relationship that exists between a teacher's sense of agency inside the educational system and how creatively they do research. A survey was administered to 76 teachers to gather data on their self-assessed levels of research creativity and self-determination across various domains. The findings indicated that teachers with higher levels of self-determination exhibited better research inventiveness.  More precisely, a steadfast commitment to persisting, a focus on international relationships, and a commitment to self-directed effort were all strongly associated with innovative research outcomes.  Moreover, there was a positive correlation between research creativity and professional expertise, intrinsic motivation, and inventive thinking. These findings highlight the importance of self-determination for teachers who want to enhance their skills as innovative researchers.  Cultivating attributes like as intrinsic motivation, tenacity, self-governance, and a passion for novelty can result in a more imaginative faculty, enhanced research endeavors, and eventually, enhanced educational encounters for students. Academic establishments seeking to cultivate an environment conducive to the flourishing of research and innovation might utilize this data to bolster their educators, resulting in beneficial transformations in the delivery of instruction. The research also identifies significant correlations between research creativity and self-determination regarding professional knowledge, intrinsic motivation, and creative thinking. These findings show the importance of having self-determination among teachers in enhancing their research creativity in an educational setting.