Abstract

This study investigated the strategies that teachers use in developing literary creativity at the senior secondary schools by examining the teachers' conceptions of creativity, how these are reflected or communicated in the classrooms, and the attendant challenges. Guided by three objectives, the study adopted the mixed design (quantitative and qualitative), while the participants were 10 Literature-in-English teachers and 283 students in ss2 and 3 classes in intact classes from five schools within Yaba Local Council Development Area of Lagos State. Research instruments used were a self-developed questionnaire for the teachers (r= 0.82), classroom observation schedule and focus-group discussion guide. In addition to administration of questionnaire, classroom observations of literature lessons and focus group discussions with teachers were held. Findings showed that Literature-in-English teachers placed a high premium on creativity, but its incorporation or integration within their instructional processes was just average due to some student- and context-related but closely linked factors. It was, therefore, recommended that teachers must be motivated and supported to strengthen their theoretical orientations about creativity, develop their own creative passion and competence, and demonstrate or use the passion and competence in instructional contexts, in order to promote and enhance students' literary and general creativity.