Vol. 7, Issue 2, Part I (2025)

The present study aimed to identify the level of professional motivation and its relationship to creative teaching methods among middle school mathematics teachers. The Directorate of Education in Baghdad–Al-Karkh First was selected as a model for field application. The researcher adopted the descriptive correlational approach due to its suitability for the nature of the study. The study population consisted of male and female mathematics teachers at the intermediate stage in Baghdad Al-Karkh First during the academic year (2024–2025). The research sample included (100) teachers selected randomly. The researcher employed two instruments for data collection: • A Professional Motivation Scale consisting of four main dimensions: intrinsic incentives, extrinsic incentives, job satisfaction, and professional ambition. • A Creative Teaching Methods Scale covering five dimensions: brainstorming, cooperative learning, problem-based learning, mind mapping, and educational games. The results revealed that mathematics teachers possess a high level of professional motivation and use creative teaching methods at a moderate-to-high level. Furthermore, the findings indicated a strong, positive, and statistically significant correlation between professional motivation and creative teaching methods, suggesting that higher motivation contributes to the adoption of innovative teaching approaches. No statistically significant differences were found in the levels of professional motivation or creative methods according to gender, whereas significant differences appeared according to years of experience, favoring teachers with longer experience.