The full range of cognitive activity that people use in response to a given object, problem, and circumstance, or a kind of effort toward a specific event and the problem based on the people’s capacity, is known as creative thinking. When faced with such circumstances, individuals make an effort to apply their creativity, intellect, insight, and ideas. Additionally, they attempt to propose a genuine and novel design, produce various hypotheses, and find new applications to solve problems. In doing so, each person acknowledges his or her knowledge gaps and works to close them while gaining fresh perspectives by approaching the issue from a variety of angles, taking calculated risks based on their observations, and coming up with alternate solutions that require a great deal of patience and perseverance. A teacher’s capacity to find creative solutions to challenges using cutting-edge teaching and learning techniques is a sign of their creativity. Coming up with something novel or unexpected is an act of creativity on the part of a teacher. The critical thing to remember is that creativity is still merely an idea and not yet a reality; teachers are uniquely creative because they can act consciously and express ideas. A teacher’s creativity can be attributed to specific abilities, such as idea evaluation, the ability to choose pertinent ideas and discard irrelevant ones, or mental flexibility, which is the capacity to approach problems from multiple perspectives and to stray from one idea in order to come up with original solutions. Teachers’ creativity is influenced by a variety of elements, including environmental, cognitive, and emotional aspects. Most research studies view a creative teacher as a capability, habit, or professional feature that is connected to a teacher’s bravery to take chances and create unpredictable learning environments for students in order to foster their independence and self-assurance. Here, innovativeness is not considered to be a part of creative teachers’ practices. Thus, while innovativeness is centered on teaching, creativity in a teacher is focused on students’ learning. Therefore, in terms of a teacher’s job, innovativeness and creativity are the qualities that should be actively promoted in all facets of education. It is still up for debate, though, just what innovation and creativity are and how formal teaching and learning methods may foster them. Regarding how they comprehend, interpret, discuss, conceive, and implement these intricate concepts in teaching and learning practices, teachers differ from one another. Since they are passionate about what they do, innovative and creative teachers have high aspirations to carry out their work in an ethical manner. Teachers are driven to be inventive and creative because they have a strong sense of passion for what they do. Being inventive and creative in the classroom for teachers entails upholding the moral standards and values of both the institution and the profession. According to the majority of studies, creative and innovative educators view the classroom as a place where they can work and grow while connecting with students and the larger school community; for them, it represents a calling to a career driven by passion. Teachers are inspired to be inventive and creative because of their connection to the school’s culture and ideals. Importantly, a teacher who is inventive and creative must be connected to both the school community and its students. Because of the school philosophy, which symbolizes the leading professional role of a teacher and the teacher’s coherence with the school philosophy through professional, passion-driven duty, the school means everything to them.