教師希望教學收到預期效果、讓教學情境生動活潑、引起學生強烈學習動機，但是國小教師的創意教學一直沒有經過實際的研究，許多也是私人意見的陳述與分享。本研究就國小教師「創意教學」做半結構式訪談，期盼得到第一手資料，瞭解教師對於創意的定義與認識、自身在教學上的創意運用、與創意來源、支持與阻力。研究發現受訪教師對於教學上創意的努力都有所發揮，也仔細經營良好學習的班級氣氛，其創意教學的動機來自自身經驗、環境需要、與對自我生涯與專業的期許；創意教學的發揮在教室管理、教學內容與方式上著力最多；創意教學的助力在於同事間的討論學習、自己刻意的蒐集與準備、校方與家長的支持等；創意教學的阻力包括課程進度與時間壓力、校長治校風格與要求、沒有適當資源可以運用等。

Many teachers would like to have positive impact on students' learning and results, thus put every effort into inspiring learning motivations. However, the majority articles cover creative teaching principles instead of empirical study. The current research is an attempt to investigate the reality of creative teaching in elementary classroom. The semi-structured interview showed that many subjects had been applying creative teaching strategies in their classrooms due to personal experience, environmental demands, and self-actualization in the teaching profession. Teachers invested their creativity into classroom management, teaching contents, and teaching techniques. There are supportive factors as well as obstacles for creative teaching, though. Within-colleague discussion and exchanges, being prepared and collecting related data with purpose, and encouragement and support from the principals and parents, are among the facilitating factors. The pressure to catch up with the schedule, run-out-of time, requirements from the school supervisors, and inadequate resources to be used are possible obstacles for creative teaching application.