Quality Curriculum Implementation and Improvement for Global Competitiveness: An Assessment of Science Teachers’ Creative skills

Creativity, a part of the Nature of Science, plays a key role in scientific knowledge development. Scientific Knowledge and skills connote the heartbeat of science teaching. Creative strategies and activities are therefore essential for adequate science curriculum implementation. This study examined science teachers' creative thinking skills in Ondo state, Nigeria. It also investigated demographic variables influencing this skill. Five research questions were raised and answered. Descriptive research design of the survey type was employed. One hundred and seventy Science Teachers were randomly selected as sample. The “How creative are you” test was validated, and the reliability index yielded 0.83. Findings revealed that Science teachers' creative thinking skills were fair and not satisfactory for global competitiveness. Gender, year of experience, qualification and teaching subject did not influence teachers' creative thinking. The findings imply that teachers with fair creative thinking skills in the science classroom may garnish their lessons with less creative strategies and activities that may prompt students' interest and possibly result in better performance. It was recommended that sensitization should be made on the relationship between creativity and science teaching and the need for science teachers to be more creative in their approach to teaching. Furthermore, Science teachers should be willing to try out innovative approaches regardless of their gender, year of experience, qualification and teaching subjects.