摘要：This study aimed to examine students’ responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers’ creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students’ emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.
