| Summary: | Creative teaching is always relevant in improving the quality of teachers. However, this practice is not emphasized sufficiently among mathematics teachers. Therefore, this study aimed to test a Creative Teaching Model Based on Mathematics Teachers' Competency, Personality and Stimulation of Creativity. Respondents comprise 421 mathematics teachers across the country by state zones of the Northern Zone, Western Zone, Southern Zone, Eastern Zone and Sabah Sarawak Zone using multi-stage cluster sampling technique. Structural Equation Modeling (SEM) with AMOS 20.0 software using maximum likelihood estimation was used for modeling analysis. The model tested was found to achieve a good and acceptable fit statistics. The findings explain that personality significantly influences competency and stimulation of creativity. Competency also significantly influences stimulation of creativity and stimulation of creativity significantly influences creative teaching. The study also found that there were no significant relationships between personality and creative teaching and between competency and creative teaching. However, it was found that there is an indirect relationship between personality and competency to creative teaching through stimulation of creativity. The results of multi-group analysis found that the state zone is not a moderating variable to the model of the study, indicating that this model can be used throughout the country. Time constraint is a dominant factor that limits creative teaching. This study has implications for the parties involved at schools and teacher education institutions to give due consideration to the elements that become fundamental for creative teaching. The Creative Teaching Model Based on Mathematics Teachers' Competency, Personality and Stimulation of Creativity is hoped to be a basis for creative teaching practices among mathematics teachers.
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