It is essential to have an understanding that there is no one definition of creativity that is capable of encompassing all of the thoughts and discoveries related to creativity. The aim of this study is to analyze teachers’ perceptions about creativity in education in the context of Albanian schools through a questionnaire distributed to different schools around Albania. The research questions investigated in this study are as following: 1) How do teachers perceive creativity? 2) How to foster creativity in the classroom?3) What do teachers need to grow their skills in creative teaching? The results of the study, which were based on data provided by educators working in elementary and secondary schools, showed a broad picture of their perceptions regarding creativity, the dimensions of creativity in education, and the barriers they face when attempting to implement creative teaching. Key words: Creativity, Education, Questionnaire, Perception, Albania, Creative teaching. Introduction In recent years, there has been a significant focus placed on, and incentive for, teaching at the different levels of education, starting from kindergartens and primary schools to shift away from the conventional "chalk and talk" teaching technique and toward a more imaginative and forward-thinking instructional approach. In order to develop this transformation, which also featured critical thinking, the Albanian Education Ministry has established a number of training programs in addition to modifications in curriculum and assessment practices. In order to expedite this shift, a number of different policies, in addition to significant expenditures in infrastructure and money, have been established. As a result, it is very necessary to conduct an investigation into the degree to which creative education has really been carried out and into the perceptions of creativity that Albanian educators now hold. First and foremost, the purpose of this thesis is to discuss the numerous aspects of creative teaching that have been thought about and documented lately. Second, the purpose of this thesis is to have an exploration on the challenges and obstacles that need to be overcome in order to successfully apply creative teaching in the classroom. Concerns about creative teaching and learning are one example of this. These concerns extend beyond the realm of pedagogy to include not just the subject matter but also the ways in which students learn. In order to determine whether or not creative teaching is effective, it is necessary to take into account a number of teacher and student characteristics, such as attitudes and perceptions. The results of the study, which were based on data provided by educators working in elementary and secondary schools, provide us with a picture of their perceptions regarding creativity, the dimensions of creativity in education, and the barriers they face when attempting to implement creative teaching. It is proposed that additional research utilizing instructors at various levels of education may shed more light on the validity and reliability of this instrument and the results. This is due to the fact that the study only gathered a relatively small number of responses. At this stage, we are keeping it as simple as possible; nevertheless, pedagogical, curricular, and policy ramifications based on the results may be explored. The purpose of this study is twofold: to investigate the perception of creativity of Albanian teachers and to explore barriers that exist to creative teaching. Main objectives identified throughout the research process are: 1) Emphasizing the importance and impact that creativity has in education; 2) Investigating the perception that teachers have on creativity; 3) Exploring ways of creating support for teacher to grow their skills in game-based learning and creative teaching; 4) Identifying best practices to foster creativity in the classroom; 5) Exploring the dimensions of creativity in education; 6) Investigating barriers that exist to creative teaching. The research questions investigated in this study are as following: 1) How do teachers perceive creativity? 2) How to foster creativity in the classroom?3) What do teachers need to grow their skills in creative teaching? Literature Review - Creativity in Education 2.1 Definitions of Creativity It is essential to have an understanding that there is no one definition of creativity that is capable of encompassing all of the thoughts and discoveries that have been made about what creativity is. Its significance may be interpreted differently depending on who you ask. To the musicians, it is the creation of some music that has never been heard before but is attractive, and to the painters, it is the portrayal of an uncommon mood or tale via the use of colors and figures. It is possible that physicists may see it as an innovative and beneficial innovation or discovery on par with Einstein's general theory of relativity. Nevertheless, these many interpretations of creativity point to an underlying truth, which is that creativity involves a number of things, including the invention of ideas that are brilliant, unique, and helpful. Rhodes (1961) organized the plethora of different definitions of creativity into four distinct areas, which he referred to as 1) Process, 2) Person, 3) Press, and 4) Products. Definitions of "process" often focus on describing the many phases of creative processes that take place inside the mind of the artist. It is a way of behaving that is geared toward the accomplishment of creative goals. Some meanings of "person" relate to the potential for creative accomplishment, in which creativity is considered as a collection of traits of the person. In these definitions, "person" refers to the capacity for creative success. Definitions of "product" pertain to the final product, which is the location of manifestations of an individual's creative abilities. Definitions of "press" relate to the environmental circumstances that must be present in order for creative activity to take place. One can see that creative teaching can also be examined using this categorization of creativity. This is something that can be observed. It has been hypothesized that creative individuals think in a variety of distinct ways during the course of their thought processes. Herman Helmhol, a German biologist and physicist, is credited with having one of the first ideas. Graham Wallas, in his book titled The Art of Thought (1926), reported on Helmhol's study, which included one of the oldest ideas. It was hypothesized that the creative process may be broken down into four stages: preparation, incubation, inspiration (illumination), and verification. During the stage of preparation, you will be required to observe, listen to, ask questions of, read, gather, compare, contrast, analyze, and draw connections between a wide variety of things and information. The thinking about pieces, connections, and reasoning that takes place during the incubation stage might take place either consciously or unconsciously. After a time of incubation, known as the fallow period, during which tensions are removed and one is able to be creative, one may experience moments of inspiration or illumination. The phase of verification is characterized by arduous labor and focuses on the process of materializing a concept. 2.2 Dimensions of creativity in education When students are able to use their imagination and critical thinking to develop new and meaningful types of notions thanks to the classroom setting created by the teacher and the school, as well as when students are able to take risks, be independent, and be flexible, we can see a great example of what creativity in education looks like here. Students in this kind of classroom are not instructed to just recap what they have already learned; rather, they are guided through the process of honing their capacity to provide a variety of answers to a question. In most cases, creative educators look for one-of-a-kind educational opportunities that will assist them in developing a global awareness of the education system and will satisfy their curiosity about the operation of the educational system in both our own country and in other countries. In addition, these educators receive first-hand understanding of the varied educational expectations that their students' families bring into the classroom with them for their children. When it's done well, creative teaching centers on discovering new ways to "make learning visible," encourage inquiry, actively involve students, foster their own creativity, and stretch their ability to produce original and high-quality work. In its most basic form, creative teaching is a form of active learning. Because it fosters cognitive complexity, creativity has a lot to offer in the realm of education. It depends on having in-depth information and being able to successfully use that knowledge. To be creative is to make use of an existing set of information or abilities in a specific topic or environment in order to experiment with new possibilities in the pursuit of desirable results, so growing both one's knowledge and one's skills. It is something that grows with time and is more likely to be effective if individuals begin the creative process at a moment when they already have some knowledge and abilities under their belts. 2.3 Characteristics of a creative teacher There is no question that becoming a teacher is one of the most challenging careers a person could pursue. The role of the teacher is to act as a mediator between the student and the student's reality, and this role involves more than just teaching. Because of an expanded awareness of the nature of creativity as a unique process, susceptible to training, and historical events that led to educational reform and new methods, stressing giftedness and creative ties, the idea that instructors should be involved in promoting the development of creativity in students is a notion that progressively emerged through time. This greater understanding of the nature of creativity as a distinct process, amenable to training, is what prompted these advances. Let's begin our examination of the factors that contribute to creative thinking in education by focusing on one of the most crucial figures: the educator. A teacher's creativity encompasses the ability to evaluate ideas, choose the most useful ones while discarding the others, and maintain mental flexibility, which we may describe as the capacity to see an issue from a variety of perspectives and to shift focus from one problem to another. The analysis of the profile of a creative teacher may be broken down into four distinct categories: personal qualities, community, method, and results. The creative processes of educators are the result of the interplay between their personal qualities and the communities in which they work and live. These personal characteristics include personal intelligences, motivation, and values. The outputs of these processes might take on a broad range of forms. It is important to point out that creativity is not merely a vague notion that is hard to comprehend and use in real life. For instance, in order to be considered a creative educator, one must have strong classroom management abilities, as well as the ability to assure appropriate student conduct, productive study and work habits, and a general atmosphere of respect inside the classroom. "Even though he may not be aware of it, the teacher, himself, is creative in the sense that he is creating an environment as he arranges, organizes, interprets, asks, or directs. This is true even if he does not realize it. The first step for a teacher in creating an environment that fosters creativity is to acknowledge the disparities that exist between his own world and that of the students in his class. When it comes to assisting children in the formation of their own self-concepts, he has to be conscious of the impact that his own attitudes and actions have. (Boos, R.,1971). These instructors have the ability to develop positive connections with their classes, which is one of the most crucial talents they possess. In addition to laying out explicit goals for each session and making it a priority to achieve those goals during the course of each lesson, creative instructors also have engaging personalities and methods of instruction. It is not as important to have all the answers as it is to ask the proper questions in this situation. They are able to keep the attention of the children throughout any conversation, are positive role models for the students that they are responsible for, and search for ways to demonstrate that they care about the students via their actions rather than just their words. "In the majority of research studies, a creative teacher or a teacher's creativity is viewed as a capability, habit, or professional feature, which is related to a teacher's courage to take risks in order to create unpredictable learning situations for students in order to promote their autonomy and self-confidence" (Morais & Azevedo, 2011). The qualities of a creative teacher are not confined to the confines of the classroom setting alone; rather, these qualities extend to the connection the teacher develops with the students' parents as well. These educators retain an open line of contact with the parents of their students and ensure that the parents are kept abreast of what is occurring in the classroom with regard to curricular matters, disciplinary matters, and other concerns. They put themselves in a position to receive phone calls, in-person meetings, and email communications. First and foremost, creative instructors are those that are really enthusiastic about their work with students. They are enthusiastic about having an effect on the lives of kids and are aware of the significance of their role. 2.4 Characteristics of creative learner The learner, often known as the student, is the second most crucial piece of this massive jigsaw that consists of several components of creative thinking in education. When it comes to examining the qualities shared by creative learners, we will need to investigate a number of different factors, including personality, cognitive and emotional, creative self-efficacy, and active engagement in social networks variables. A person's openness to new experiences, their curiosity, their desire to explore the unknown, and their capacity to endure ambiguity are all aspects of their personality. While effort and perseverance are examples of cognitive and emotional factors, the capacity to develop a wide range of ideas, to question and critically reflect on one's own thinking, and to integrate ideas drawn from a number of sources are examples of cognitive and affective variables. Learners who are creative are able to bring order out of chaos and unearth hidden meanings buried in knowledge. Learning to think critically and do research are essential skills for creative learners. In the same way that food nourishes the stomach, information nourishes the brain. The creative self-efficacy, also known as the belief in one's potential to confront obstacles and to persevere, as well as the willingness to take intellectual risks, are two characteristics that are especially crucial. 'Flow,' a term coined by Csikszentmihalyi (1990), refers to a state of intrinsic drive, engagement, and intense attention. All three of these factors are essential. And when it comes to the final variable, active participation in social networks, it has been identified as important to enhance creative potential in studies drawing on educational data mining techniques and self-reported creativity scores. This is because active participation in social networks has been identified as important for enhancing creative potential. In addition to this, creative learners often think independently and beyond the box as they pursue their education. They often find themselves lagging behind the rest of the party as they pick up feathers, buttons, and various other trinkets for their collection while simultaneously considering possible use for the items. They like constructing things and creating in a wide variety of mediums, so you could find them interested in Legos, art, music, theatre, or even blocks. These learners, when they are at a young age, take their toys beyond their intended purpose and utilize classic toys like trains and dolls to come up with new and unique games and worlds. This occurs because these learners are creative thinkers. Learners who are creative are autonomous, and although they may not explicitly dispute established norms, it is not uncommon to see them following the beat of their own drum and existing in a world of their own creation. In order for our students and graduates to be prepared for the future and to have satisfying professional lives, the curriculum that we use must provide them the tools to cultivate an awareness of ethical issues as well as a broad range of characteristics, talents, and behaviors. To make it possible for students to engage in creative learning, we must first purposefully cultivate a set of characteristics that can be seen in the students' ability to effectively communicate about themselves and their ideas; to be receptive to feedback and new insights; and to confidently put their learning to use in ways that make it possible for them to adapt to and thrive in a variety of different situations and scenarios. Students demonstrate these characteristics when they are able to do the following: communicate effectively about themselves and their ideas; 2.5 Characteristics of creative classroom Classrooms that foster creativity are ones that are oriented on the students in the class and in which the instructor acts more as a "guide by the side" rather than a "sage on the stage." This strategy calls for in-depth knowledge of the subject area, smart teaching, and an attitude that welcomes the unexpected. The shift in the roles that instructors play and the dynamic of the classroom might have a significant impact. Students are far more willing to share their unique perspectives and creative solutions, and as a result, they acquire knowledge much more rapidly. On the other hand, there is a widespread misunderstanding that creativity in the classroom has anything to do with the arts. As was said previously, a teacher may play a significant role in fostering creative thinking among their pupils. In spite of this, originality and thinking beyond the box are essential components of creativity. A good learning environment will always include some creative components, which will make the courses more engaging and participatory for the students. Students are helped to be imaginative as well as encouraged to learn new things when the appropriate amount of creativity is mixed in with the curriculum. In addition to enhancing their emotional and social capabilities, students have the opportunity to mature into effective communicators. Students' educational experiences and the way they put what they learn into practice may be profoundly altered by the presence of creativity i