Mediating role of teacher creativity in the relationships between internal strategic communication, feedback seeking behavior and teacher performance

Abstract

The study explored the impact of teacher creativity as a mediator between internal strategic communication and feedback seeking behavior on teacher performance. The research employed a quantitative approach using a cross-sectional survey design, with 230 senior high school instructors in the Techiman North district of Ghana participating. Structural equation modelling was used to analyze the data, and the results showed that teacher creativity played a partial mediating role in both relationships. Additionally, the study found that internal strategic communication and feedback seeking behavior had significant direct effects on teacher performance.

Keywords:

• Strategic internal communication
• feedback seeking behavior
• teacher creativity
• teacher performance
• pedagogical

REVIEWING EDITOR:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Germany

SUBJECTS:

• Sustainability Education, Training & Leadership
• Teachers & Teacher Education
• School Leadership, Management & Administration

1. Introduction

In modern educational discussions, there is an increased awareness of the essential role that skillful communication, meaningful feedback, and teacher performance play in cultivating educational excellence (Sofia et al., 2023). This focus recognizes that educators’ impact extends beyond student achievements to shape the direction and vitality of educational institutions (Wirawan et al., 2023). As a result, it is crucial to explore the factors that contribute to teacher effectiveness and foster greater educational success.

Feedback-seeking behavior is another crucial aspect of teacher development that has been shown to enhance teacher performance (Parpucu & Al-Mabuk, 2023). Effective communication between educational institutions is essential to create a dynamic learning environment and improve teacher effectiveness. Effective internal communication is crucial for educational institutions as it promotes collaboration and shared objectives, resulting in a positive work environment for faculty members (Zaumane, 2021). This involves exchanging information, ideas, and feedback to establish a common understanding of institutional goals and strategies (Kimani, 2024). Furthermore, seeking feedback is essential for educators to develop professionally and enhance their teaching methods (Gan et al., 2021). This is especially important in today’s educational setting, where teaching methods are constantly evolving, student populations are diverse, and technology is prevalent.

However, understanding how internal strategic communication influences teacher effectiveness requires thorough research. One critical element that could significantly impact this relationship is teacher creativity. In recent years, there has been a growing recognition of the importance of teacher creativity in educational research (Li, 2023). Teacher creativity is defined as the ability to generate innovative ideas, methods, and solutions to instructional challenges, and has been linked to increased student engagement, motivation, and academic achievement (Ma, 2022). However, its potential role as a mediator in the complex interplay between internal strategic communication, feedback-seeking behavior, and teacher effectiveness has yet to be fully explored.

Effective communication strategies aim to foster a collaborative teaching environment, support professional development, and motivate teachers to seek out and respond to feedback positively. However, the degree to which these communication techniques influence teacher performance may depend on the creativity of educators. According to Beghetto and Kaufman (2014), teacher creativity can enhance feedback practices, create teaching strategies, and encourage adaptation in response to shifting pedagogical challenges. Therefore, this study attempts to bridge this research gap by examining the mediating role of teacher creativity in the context of internal strategic communication and feedback-seeking behavior in educational environments. By investigating how creativity can enhance teacher effectiveness, this research contributes to our understanding of the intricate dynamics within educational institutions. It is crucial to recognize teacher creativity as a mediator since it impacts organizational culture, professional growth, and instructional leadership. These findings can aid in creating more robust internal strategic communication strategies to promote innovation and increase teacher performance. Moreover, this study emphasizes the importance of supporting teachers’ creativity since it is a vital component in turning communication into effective educational practices.

2. Literature review

2.1. Theoretical review

The theoretical basis of the study, internal communication, is focused on effectively disseminating information to relevant stakeholders. This includes employees, vendors, financiers, contractors, and business partners, all of whom are impacted by the company’s performance. Internal communication prioritizes providing accurate information to those closely connected to the organization, with a goal of promoting feedback, constructive dialogue, and active employee participation. Figure 1 illustrates the study’s conceptual framework, which highlights the importance of training, knowledge sharing, and data transparency within internal communication

Figure 1. Conceptual framework.

Figure 1 presents the conceptual framework, which depicts the mechanisms through which strategic internal communication, feedback seeking behaviour, and teacher creativity affects teacher performance.

2.2. Relationship between internal strategic communication and teacher performance

Effective communication within educational institutions is widely recognized as a critical factor in promoting teacher performance and enhancing student outcomes. However, recent research suggests that the nature and quality of internal communication processes may also influence teacher creativity, which in turn, impacts overall teacher performance (Lee & Dong, 2023).

On the other hand, teacher performance relates to how effectively and efficiently educators carry out their instructional responsibilities, thereby influencing student outcomes and institutional accomplishments (Alwi & Mumtahana, 2023).

Several studies have emphasized the significant impact of internal strategic communication on various aspects of teacher effectiveness. Effective communication strategies within educational institutions promote a shared understanding of institutional goals, facilitate collaboration among educators, and increase overall job satisfaction (Sofia et al., 2023). What’s more, transparent and open communication channels are crucial for disseminating instructional best practices, empowering instructors to make well-informed decisions, and tailor their teaching strategies to meet the diverse needs of their students (Kimani, 2024). Therefore, strategic internal communication is crucial for establishing robust communication channels between staff and management (Men, 2014). With well-designed internal communication strategies, managers can provide teachers with up-to-date information and foster a shared understanding of the institution’s goals, values, and objectives. It is worth noting that managers’ interactions with their teams can significantly influence teachers’ creativity and productivity. Brinia, et al. (2022) research revealed a positive correlation between internal strategic communication and teacher performance, indicating that schools with effective internal communication strategies tend to create an environment that positively impacts teacher performance. Furthermore, Dhone and Sarwoko (2022) explored the mediating role of internal strategic communication in fostering teacher professional development and performance. Their findings suggest that strategic communication channels within educational institutions significantly contribute to teachers’ understanding of institutional goals, fostering a sense of community, and positively impacting teacher performance outcomes (Dhone & Sarwoko, 2022).

Strategic internal communication refers to deliberate efforts by school administrators and leadership teams to disseminate information, align goals, and foster collaboration among faculty members (Li et al., 2023). Through effective communication strategies, instructors can convey ideas, seek feedback from peers, and engage in reflective practices, ultimately enhancing their instructional effectiveness (Sofia et al., 2023). Inadequate or ineffective internal communication within educational institutions can negatively impact teacher performance and organizational success. Instances of miscommunication, ambiguity, and a lack of clarity regarding institutional goals and expectations can result in confusion, disengagement, and frustration among educators, ultimately compromising their ability to provide high-quality education (Kimani, 2024). Effective communication within an educational institution is essential for achieving success. It enables senior management to engage with teachers, who play a crucial role in achieving the institution’s objectives. However, unclear and imprecise organizational information can hinder progress, emphasizing the importance of providing teachers with accurate and transparent information (Xie et al., 2022). This study examines how senior management interacts with teachers in senior high schools to promote innovation and enhance teacher performance. Managers at various levels influence the flow of information within the organization by engaging with employees and conveying valuable input to senior management (Men, 2014). Given these findings, we propose our first hypothesis.

H1: Internal Strategic Communication positively impacts teacher performance.

2.3. Feedback seeking behavior on teacher performance

Feedback-seeking behavior is essential, allowing individuals to obtain valuable information from their peers and supervisors and regulate their behavior in specific contexts (De Stobbeleir et al., 2020; Déprez et al., 2021). By seeking feedback, individuals can avoid uncertainty and ambiguity and enhance role clarity, thereby correcting wrong behaviors and improving their overall performance (Minnikin et al., 2022).

The research places a spotlight on the behavior of teachers who seek feedback, rather than on the act of giving feedback, which has traditionally received more attention (Dahleez et al., 2021). It is essential to recognize that teachers often receive feedback through a regulated and standardized process, although they may occasionally need more time to process the information before acting. However, this formal approach only sometimes fosters a culture of actively seeking feedback. Teachers engage in feedback-seeking behaviors to gain insights into their teaching practices, identify areas for improvement, and enhance student learning outcomes (Zhang, 2023). This feedback can provide valuable perspectives on teaching effectiveness, classroom management, and student engagement, enabling educators to make informed decisions and adapt their practices to meet the diverse needs of learners (Al-Bahrani, 2022). Research indicates a positive association between feedback-seeking behavior and teacher performance across various domains. Teachers who actively sought feedback from instructional coaches and peers demonstrated greater instructional effectiveness, as evidenced by improvements in student engagement, academic achievement, and classroom management (Lepper & Malone, 2021). Educators who seek feedback from colleagues and administrators demonstrate a commitment to learning from others, sharing best practices, and fostering a culture of professional learning communities (Li, 2023). This collaborative approach fosters a sense of collective responsibility for student achievement while also creating a supportive environment in which instructors feel valued, respected, and motivated to continue their professional development. A reluctance to seek feedback can limit the effectiveness of teachers and hinder their professional growth. Educators who do not actively solicit feedback run the risk of missing opportunities for self-improvement and overlooking areas for improvement in their instructional practices (Gan et al., 2021).

Educational management should prioritize strategies that encourage teachers to actively seek feedback rather than simply adhering to traditional workplace norms that emphasize following rules and regulations. Teachers who actively seek feedback benefit from ongoing learning, increased self-assurance in their professional growth, and a better understanding of their colleagues’ work. It is essential for educational institutions to foster a work environment that values feedback highly and welcomes it since it directly impacts the efficacy of teaching (Anseel et al., 2015). Feedback-seeking behavior involves how it is received, taken in, and handled to enhance teacher performance, as well as the processes in place at educational institutions for providing feedback.

Parpucu and Al-Mabuk (2023) research demonstrated a positive correlation between feedback-seeking behavior and teacher performance. Teachers who actively sought feedback from peers, administrators, and students exhibited higher levels of reflective practice and continuous improvement, leading to enhanced performance outcomes. Rabbani and Alavi (2023) study delved into the specific mechanisms through which feedback-seeking behavior influences teacher performance. Their findings suggested that teachers who proactively seek feedback are more likely to engage in self-reflection, make pedagogical adjustments, and demonstrate increased instructional effectiveness, contributing to overall improved performance. Based on the information presented, we propose the second theory.

H2: Feedback Seeking Behavior directly impact Teacher Performance

2.4. Teacher creativity mediates the relationship between strategic internal communication and teacher performance

Through communication, teachers can work together with various communication elements, which include the community, employees, and the teacher himself (Odin, 2021). Communication is important in the creation and maintenance of a performance measurement system (Susiloningsih et al., 2023). A teacher’s performance has a vital role in developing a student, and a secondary school teacher’s role is crucial to preparing the students for college and professional studies (Alwi & Mumtahana, 2023).

Teachers’ Creativity refers to the teacher’s capability to innovate, creative, critically think, efficiently organized the learning material for students, address and handle the students queries in the most advanced, innovative and creative manner (Machali et al., 2021).

Studies suggest that effective internal communication is crucial in creating a supportive and collaborative work environment that encourages teacher creativity and innovation (Zaumane, 2021). Communication practices in educational institutions help disseminate institutional goals, establish a shared vision among faculty members, and encourage open dialogue and idea sharing (Sofia et al., 2023). Furthermore, transparent and accessible communication channels enable educators to seek feedback, input, and support from peers, administrators, and stakeholders, thereby enhancing their ability to devise innovative solutions to instructional challenges (Gan et al., 2021).

Moreover, research shows that teacher creativity has a positive impact on various aspects of teacher performance, such as instructional effectiveness, student engagement, and job satisfaction (Ma, 2022). Educators with high levels of creativity are more likely to develop innovative teaching strategies, cater to diverse learning needs, and create dynamic learning environments that promote student participation and critical thinking (Han & Abdrahim, 2023). Research conducted by Basil et al. (2024) has shown that strategic internal communication has a positive association with teacher performance. Schools that prioritize clear and purposeful communication strategies tend to create an environment that supports effective teaching and enhanced performance (Basil et al., 2024).

Yohana et al. (2023) have delved into the subject of creativity in school and how it improves performance. Their research shows that teachers who creatively engage with strategic internal communication are more likely to incorporate new ideas into their teaching practices, adapt to changes, and demonstrate enhanced overall performance. The importance of teachers’ creativity cannot be overstated, particularly for Senior High Schools, as it is crucial to educational institutions’ continued existence, prosperity, and competitive edge. Educational institutions rely on their teaching staff to consistently innovate how they deliver instruction and track student progress to remain competitive. To foster teacher creativity, a systematic internal information flow must be established to enhance creativity and performance. The study emphasizes the critical role of instructors’ creativity in strategic internal communication and student achievement.

Based on these findings, it is reasonable to suggest that teacher creativity plays a significant role as a mediator in the connection between strategic internal communication and teacher performance. By fostering strategic internal communication practices, teachers are empowered to think creatively, resulting in novel solutions to instructional challenges and improved classroom efficacy. Educational leaders can establish an environment of open communication, collaboration, and idea exchange to encourage teacher innovation and aid in the achievement of strategic objectives in terms of teacher performance and student success.

H3: Teacher Creativity Mediates the Relationship Between Strategic Internal Communication and Teacher Performance.

2.5. Mediating role of teacher creativity on the relationship between feedback-seeking behavior and teacher performance

Feedback-seeking behavior refers to the proactive act of seeking opinions, advice, and constructive criticism from colleagues, administrators, and other stakeholders (Gan et al., 2021; De Stobbeleir et al., 2020). In contrast, teacher performance measures the effectiveness and efficiency with which educators fulfill their instructional duties, ultimately influencing student outcomes and institutional success (Rizkie & Suriansyah, 2022). Studies have shown that seeking feedback is linked to improved teacher performance. Feedback from colleagues, administrators, and students can provide valuable perspectives on teaching strategies, classroom management, and student engagement. In a study by Horn (2020), feedback-seeking behavior was found to significantly predict teacher performance outcomes. Teachers who actively seek feedback are more likely to engage in reflective practices and adapt their instructional strategies, contributing to enhanced performance. Another study by Du and Chang (2023) highlighted the mediating role of teacher creativity in this relationship. Their findings suggested that creative teachers assimilate feedback more effectively, using it as a catalyst for innovative instructional approaches and fostering a dynamic and engaging learning environment (Du & Chang, 2023).

These findings suggest that teacher creativity may play a pivotal role in moderating the relationship between feedback-seeking behavior and teacher performance. Seeking feedback has the potential to enrich educators’ problem-solving and creative thinking skills by exposing them to diverse perspectives, ideas, and methods (Ma, 2022). Educators who proactively seek feedback are more likely to experiment with innovative teaching approaches, adapt to evolving educational contexts, and explore novel methods to engage students in meaningful learning experiences (Han & Abdrahim, 2023).

In addition, the creativity of a teacher can serve as a valuable instrument for translating the desire for feedback into tangible outcomes, such as enhanced teacher performance. Teachers who possess a high degree of creativity are apt to develop innovative instructional materials, employ captivating teaching methods, and establish stimulating learning settings that foster student success ((Kim, 2020).). By cultivating an environment that values and nurtures feedback-seeking behavior and teacher ingenuity, educational leaders can elevate the quality of instruction, boost student engagement, and increase academic achievement.

When educators actively seek feedback on their teaching methods, they open themselves up to invaluable criticism that can inspire growth and development. Teacher creativity plays a crucial role in adapting to the ever-evolving educational landscape, and seeking feedback is a powerful tool for staying ahead of the curve (Sihombing & Sijabat, 2023). This approach promotes a culture of continuous improvement, connecting teachers with organizational goals and student needs while boosting productivity and efficiency. The mediating role of teacher creativity in this process is essential to achieving optimal performance.

H4: The Mediating Role of Teacher Creativity in the Relationship between Feedback Seeking Behavior and Teacher Performance

3. Methodology

3.1. Research design and approach

The chosen methodology for this study is a quantitative approach utilizing a cross-sectional survey design. Creswell (2014) defines cross-sectional surveys as a means of examining correlations between variables within a population during a specific timeframe. Data was collected from participants at a singular, predetermined point in time.

3.2. Population, sample and sampling technique

The study focused on the population of teachers from the five senior high schools in Techiman North district, comprising a total of 610 teachers. To determine the appropriate sample size, the Krejcie and Morgan (1970) table was utilized, which estimated a sample size of 234 for a population range of 610. The respondents were selected using convenience sampling technique. After the data collection process, the researchers realized 230 appropriately completed questionnaires. The data was collected through a questionnaire, which was distributed both in paper and Google Form formats to ensure accessibility for all respondents.

From Table 1, it was clear that male respondents dominated the study, by constituting 75.2%. For the age distribution, the dominant age group was 28*31 years, which constituted 47.4%. Similarly, 62.6% of the respondents had their highest educational qualification being bachelors degree. Finally, the majority of the respondents have worked for 6-9 years, constituting 45.7%.

Table 1. Demographic of respondents.

Variables	Frequencies	Percentages
Gender	230	100.0
Male	173	75.2
Female	57	24.8
Age	230	100.0
24-27 years	19	8.3
28-31 years	109	47.4
32-35 years	60	26.1
Above 36 years	42	18.3
Education	230	100.0
Bachelor’s Degree	144	62.6
Master’s Degree	86	37.4
Year of Service	230	100.0
2-5 years	95	41.3
6-9 years	105	45.7
Above 10 years	30	13.0

3.3. Data collection instruments

The information was collected through a structured questionnaire that consisted of five parts. In Section A, demographic data was provided, including the respondent’s department, gender, age, level of education, and year of employment. Section B measured Strategic Internal Communication, while Section C contained items to assess Feedback Seeking Behavior. Section D evaluated teacher creativity, and Section E analyzed teacher performance. The Likert scale of 1-strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, and 5- Strongly Agree was utilized to evaluate the measurement items from Section B to Section E. The measurement items for Strategic Internal Communication were adapted from Nguyen and Ha (2023), while the measurement items for Feedback Seeking Behavior were derived from Sun and Huang (2023). The measurement items for Teacher Creativity were adapted from Cachia and Ferrari (2010), and the measurement items for Teacher Performance were adapted from Moreno-Murcia et al. (2015).

3.4. Data validity and reliability

To ensure the accuracy of the measurement items loaded into the associated latent variables, an exploratory factor analysis (EFA) was conducted in SPSS (v.23). EFA is a useful tool for identifying latent constructs that may not be readily observable. This allows researchers to gain a deeper understanding of the underlying dimensions that influence their measured variables Mu et al., 2022). Internal strategic communication (ISC), feedback-seeking behavior (FSB), employee performance (EP), and employee creativity (EC) were the four primary variables under consideration. Five distinct criteria were evaluated for employee performance, feedback-seeking behaviour, innovation, and strategic internal communication. During the EFA, measurement items that poorly loaded (less than 0.5) with their expected constructs were eliminated from the analysis (Costello & Osborne, 2019). The EFA retained three components related to employee performance, five elements related to employee creativity, and five elements related to strategic internal communication. Items with factor loadings less than 5 were removed, resulting in a total variance extracted (TVE) of 72.58%, exceeding the required threshold of 50% (Costello & Osborne, 2019). Furthermore, the Kaiser-Meyer-Olkin (KMO) score for sample adequacy in this study was 0.85, surpassing the recommended cut-off of at least 0.6 (Cleff, 2015). Additionally, Bartlett’s test based on the original correlation matrix was statistically significant, indicating strong correlations between the variables and validating the EFA (X² = 3196.57; sig. 0.00) (Field, 2013). To ensure that the data used for estimation is positively definite, the correlation determinant must not be zero, as noted (Field, 2013). In this study, the determinant of correlation was found to be 5.519E-7 (more than zero), and thus concluded that the dataset was positively defined.

The next step involves conducting a Confirmatory Factor Analysis (CFA) in Amos (v.23) to confirm the loadings under the EFA. As explained by Solberg et al. (2022), CFA is a statistical technique used to validate the factor structure of a set of observed variables. It enables researchers to test hypotheses by examining the relationships between observed variables and their underlying latent construct (Li, 2021). The results of the CFA are displayed in Table 2 and Figure 2. Based on the outcomes, it can be predicted that all measurement variables’ standardized factor loadings would exceed 0.5, indicating that the latent variables for each measurement item were significantly considered. The Cronbach Alpha (CA) test was also carried out using the retained variables, and the findings showed that all latent variables had an alpha value better than the minimal criterion of 0.7, indicating internal solid reliability among the measuring variables. According to Fornell and Larcker (1981), convergent validity necessitates composite reliability (CR) of at least 0.7 rather than a minimum Average Variance Extracted (AVE) of 0.5, and each construct successfully attained all of these criteria.

Figure 2. Confirmatory factor analysis diagram.

Table 2. Confirmatory factor analysis (CFA).

Model-fit indices	Factor loading
CMIN = 177.30; DF = 118; CMIN/DF = 1.50; GFI=.92; PClose=.63; TLI=.97; CFI=.98; RMSEA=.05; RMR=.06
Strategic Internal Communication (COMM): CA=.937; CR=.941; AVE=.762
I understand the subject matter of the information (ISC1)	.79
Management quickly draws the attention of a respective teacher (ISC2)	.90
Messages received are free from ambiguity (ISC3)	.91
Supervisors consider their words and its potential effect on their listener (ISC4)	.90
I receive complete message (ISC5)	.86
Feedback Seeking Behaviour (FEED): CA=.870; CR=.873; AVE=.592
I use feedback to improve my ideas and continue to learn (FBS1)	.61
I receive contuse feedback from my supervisor (FBS2)	.91
I receive constructive criticism (FBS3)	.54
I seek for clarification from my supervisor (FBS4)	.70
I always ask what I could do better (FBS5)	.99
Teacher Creativity (CREAT): CA=.915; CR=.914; AVE=.680
I am able to complete task with minimum supervision (ECR1)	.80
I think deeply before I work (ECR2)	.84
I am able to complete task without conforming to normal procedures (ECR3)	.90
I have innovative ideas (ECR4)	.84
I have a problem-solving ability (ECR5)	.74
Teacher Performance (PERF): CA=.849; CR=.879; AVE=.715
I always complete my work schedules and fulfil job responsibilities (EP1)	.88
I am able to work with other people in a team (EP2)	.99
Performance is becoming more consistent (EP3)	.63

To determine the model fit, various indices were considered, such as CMIN/DF being lower than 3, PClose being more than 0.05, GFI being at least 0.80, TLI and CFI being higher than 0.9, and RMSEA and RMR being lower than 0.08 (Hair et al., 2010; Arthur et al., 2022a). Based on the results shown in Table 2, the study concluded that the data accurately matched the constructed model, since all of these standards were met.

The discriminant validity was evaluated by analyzing the inter-correlation coefficients and the square-root of the extracted raw average variance (AVE), as described by Iddris et al. (2022). Notably, the term AVE is emphasized in this analysis. It is worth noting that all variables meet the necessary criteria, as indicated in Table 3. In conclusion, the CFA analysis provides sufficient information to support the suitability of the model’s estimate (Arthur et al., 2022b).

Table 3. Discriminant validity.

Variables	Mean	SD	1	2	3	4
COMM (1)	3.58	1.03	.87
FEED (2)	4.18	.71	.31**	.77
CREAT (3)	3.77	1.00	.58**	.20*	.83
PERF (4)	3.84	.64	.44**	.42**	.41**	.85

** ∼ Correlation is significant at the 0.01 level (2-tailed); * ∼ Correlation is significant at the 0.05 level (2-tailed); √AVE ∼ Bold and Italics.

4. Results

The study utilized Structural Equation Modelling (SEM) to estimate the path analysis in Amos (v.23), with Table 4 and Figure 3 displaying the findings. The study used four demographic factors - age, gender, educational background, and employment year - to estimate the population but found them to be insignificant and having no influence on the result.

Table 4. Path coefficients.

Paths	Unstd. ESTIMATES	S. E	C. R
Gender → PERF	−.12	.07	−1.74
Age → PERF	.01	.03	.41
Qualification → PERF	.16	.12	1.34
Year of Service → PERF	.02	.04	.59
COMM → CREAT	.48	.06	7.10**
FEED → CREAT	.35	0.10	3.32**
CREAT → PERF	.43	0.09	5.01**
COMM → PERF	.32	0.08	4.20**
FEED → PERF	.21	.05	4.37**
Indirect effect		Lower BC	Upper BC
COMM → CREAT→ PERF	.21	.02	.16
FEED → CREAT→ PERF	.15	.00	.35

Bootstrap Bias-Corrected Confidence Interval at 95%.

**Sig. at 1%.

The research revealed that strategic internal communication has a significant impact on teacher performance, with the hypothesized path showing a β of 0.323 and p < 0.01. The unstandardized coefficient for the path indicates a 32.3% improvement in teacher performance for every unit change in strategic internal communication. Therefore, the study confirms hypothesis 1, demonstrating the positive effects of internal strategic communication on teacher performance.

The study revealed that requesting feedback had a significant positive impact on teacher creativity (β = 0.209, p = 0.01). The unstandardized coefficient of the path was 0.209, meaning that a one-unit change in a teacher’s feedback-seeking approach would result in a 0.209-unit enhancement in their performance, and vice versa. Hypothesis 2 was supported by the study, showing that feedback-seeking behaviour has a direct influence on teacher performance.

Furthermore, the study found that both lower and upper BCs were positive, indicating that strategic internal communication indirectly affected teacher performance through teacher creativity (β = 0.209). Improved teacher performance resulted from strategic internal communication, with teacher creativity acting as a partial mediator. As a result, the study’s findings were consistent with Hypothesis 3, which suggests that teacher creativity plays a mediating role in the relationship between strategic internal communication and teacher performance.

Finally, the study also explored the connection between feedback-seeking behaviour and performance, as well as the mediating role of teacher creativity in this relationship. Our findings indicate that teacher creativity may act as a partial mediator between feedback-seeking behavior and teacher performance, as evidenced by the Table 4 unstandardized coefficient for the path being 0.149 and its significance demonstrated by the absence of a zero between its upper and lower BC. In other words, there exists a significant and direct effect between feedback-seeking behavior and teacher performance. This supports Hypothesis 4, which suggests that teacher creativity plays a role in mediating the link between feedback-seeking conduct and teacher performance.

Figure 3. Structural equation model.

5. Discussion and theoretical implication

The findings indicate that establishing effective internal communication among teachers has a significant positive impact on student achievement. This study underscores the significance of purposeful internal communication in enhancing teacher effectiveness. Strong internal communication may result in better coordination, a shared understanding of the organization’s objectives, and the provision of essential resources and support. Teachers can raise their performance levels by communicating their concerns, receiving feedback, and obtaining accurate and timely information. A plethora of education and organizational behavior studies have examined the relationship between communication and performance.

Tao et al. (2022) research supports this conclusion, demonstrating that a collaborative internal communication environment encourages the sharing of best practices, resources, and instructional strategies among teachers. This collaborative approach has a positive impact on student achievement by fostering a supportive and cohesive learning atmosphere (Tao et al., 2022). Additionally, Li et al. (2021) study investigates the ways in which effective internal communication contributes to student achievement.

Research suggests that promoting open and transparent communication among teachers can lead to improved student outcomes through aligned instructional approaches, identification and addressing of student needs, and implementation of cohesive teaching strategies (Li et al., 2021). The importance of internal communication in enhancing employee performance has also been demonstrated in studies (Subagja et al., 2023). Effective communication is often facilitated by strong leadership, as evidenced by the school administration’s prioritization of transparent communication channels and clear vision-setting to foster a supportive environment for teachers to flourish. A further underscores the role of effective communication in transformative leadership, which can positively impact employee performance Singh et al. (2020). By fostering effective internal communication, educators can create a collaborative and supportive atmosphere that empowers them to collectively address challenges, share best practices, and adapt instructional methods to meet the diverse needs of students.

The latest findings once again demonstrate the valuable impact of soliciting feedback on instructors’ performance. These results reinforce the notion that teachers are more effective in their roles when they actively seek feedback from various sources. A proactive approach to both personal and professional growth is exemplified by feedback-seeking behavior. When instructors take the initiative to request feedback, they are more likely to identify areas for improvement, refine their teaching methods, and make progress as a team. This outcome aligns with previous research into feedback-seeking behavior in academic and professional contexts, which consistently shows that those who seek feedback from colleagues, students, and superiors tend to perform better. Anseel et al. (2015) study, for example, found a positive correlation between feedback-seeking behavior and work performance among a group of teachers. Teachers who actively seek feedback from their students, peers, and administrators tend to exhibit higher levels of reflective practice. By regularly engaging in a feedback loop, teachers can pinpoint areas for improvement, refine their teaching methods, and ultimately enhance their overall performance (Du & Chang, 2023). In addition, it has been revealed that asking for feedback can positively impact a teacher’s classroom environment (Li & Dewaele, 2021). Not only does it demonstrate a commitment to continuous improvement, but it also fosters a positive and collaborative learning environment, which can positively influence student engagement and outcomes. Actively seeking feedback is crucial for professional growth and instructional effectiveness. It cultivates a culture of continual improvement and responsiveness to student needs, resulting in a more dynamic and effective teaching environment. Feedback is a vital tool that supports both personal and professional development. Teachers who actively seek feedback demonstrate their commitment to improvement and willingness to learn from mistakes.

Furthermore, the findings indicate that strategic internal communication has a positive and indirect effect on teacher performance by promoting teacher creativity. This suggests that enhancing communication among teachers can boost their creativity, ultimately enhancing their effectiveness as educators. In other words, elevating teacher performance is a natural outcome of improved organizational communication, which fosters teacher creativity. By utilizing effective communication channels, cutting-edge ideas and teaching methods can be shared with ease.

Encouraging educators to share their ideas, collaborate, and engage in open discussions can foster creativity, leading to innovative teaching methods and techniques. Teachers who possess individual creativity are better equipped to develop appealing lesson plans and innovative solutions to educational challenges. Research conducted by Qin and Men (2023) supports this notion, highlighting the importance of strategic internal communication in promoting an environment that encourages creative thinking and collaborative problem-solving. This, in turn, improves instructional practices and overall performance. According to Žydžiūnaitė et al. (2022), teacher creativity plays a significant role in leadership within the phenomenological structure, which may have implications for the mediating effect on performance. When schools prioritize transparent communication and provide opportunities for idea exchange, teachers are more likely to engage in creative instructional approaches, leading to improved overall performance. The study by Plucker et al. (2004) also indicates a positive correlation between instructor creativity and student success. Good communication within educational institutions provides teachers with the tools, collaboration opportunities, and support necessary to develop their creativity. The importance of open communication in fostering teachers’ creativity has been highlighted in a study by Cui (2021). The author emphasizes the role of emotional intelligence in workplace transparency and open communication, which can significantly impact the creative environment for teachers. Recognizing the importance of effective internal communication, teacher creativity, and performance is paramount. By fostering a communicative and collaborative environment, we can inspire teachers to think outside the box, leading to better teaching practices and improved student outcomes.

Additionally, the study reveals that teacher creativity plays a significant role in the relationship between seeking feedback and performance. According to the report, educators who actively seek feedback are more likely to embrace new ideas and create innovative solutions. This willingness to learn and adapt through feedback-seeking behavior can enhance the effectiveness of instructors. Creativity in the classroom acts as a mediator in this process, bridging the gap between feedback-seeking behavior and improved performance. This finding aligns with the research by Žydžiūnaitė et al. (2022) who explored the leadership within the phenomenological structure of teacher creativity, highlighting the importance of teacher creativity in educational settings. According to Žydžiūnaitė et al. (2022), teacher creativity plays a significant role in shaping leadership within the phenomenological structure of education.

Specifically, creative teachers not only adapt their methods based on feedback but also create a dynamic and engaging learning environment, positively impacting student outcomes and overall teacher success (Alali & Al-Barakat, 2022). These findings align with earlier research in organizational behavior and education, demonstrating that seeking feedback can lead to improved performance and personal growth. Seeking feedback can significantly enhance worker performance (Allen, 2021). However, the impact of feedback-seeking behavior on performance is heavily influenced by the creativity of the teacher. This highlights the need to foster a creative teaching environment, where educators are encouraged to utilize innovative approaches when responding to feedback. By doing so, we can create a more adaptive, effective, and innovative educational experience.

6. Practical implication

The Techiman Senior High School (Techiman SHS) community can benefit from the managerial lessons learned in this study. It is crucial for school leadership to engage in meaningful interactions with the teaching staff, demonstrating empathy and awareness of their problems, and providing constructive feedback. Establishing a conducive environment for relationship-based communication is essential in promoting collaboration and trust among educators.

Proactive organization of formal and informal events by school administrators and managers can help teachers express their concerns, propose solutions, and accept constructive criticism. Such open communication channels foster creativity, which benefits both teachers and the school community. Educational institutions should encourage feedback-seeking by fostering an open and trusting environment. Teachers are more likely to participate if they feel supported and secure in doing so. Educational leaders can help develop this culture by providing opportunities for professional development, offering helpful criticism, and recognizing improved efforts. Techiman SHS can foster the professional growth and wellness of its teaching staff while advancing academic goals by developing innovative strategies to enhance teaching techniques and the learning environment.

7. Conclusion

When internal communication is balanced, staff are more likely to seek feedback from their supervisors, coworkers, and other members of the institution regarding their work. This allows them to improve their techniques and develop their skills, as they gain a better understanding of their job through adequate information flow and active feedback-seeking behavior in the workplace. Studies have shown that teacher creativity plays a partial role in mediating the relationship between internal strategic communication and teacher performance, as well as feedback-seeking behavior and teacher performance. Additionally, the direct effects of both internal strategic communication and feedback-seeking behavior on teacher performance were found to be statistically significant.

8. Limitations and suggestions for further research

Further research is needed to expand the scope of this study beyond senior high schools in Techiman township, in order to enhance the breadth of its findings. The current investigation utilized a quantitative research approach, and it is recommended that future studies employ the same variables, but with a different study design. Additionally, it would be valuable to explore the influence of various leadership philosophies, such as transformational leadership, on teachers’ solicitation of feedback, creativity, and performance. Investigating how leadership characteristics can foster a positive and innovative culture in educational institutions is also worth exploring.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Courage Simon Kofi Dogbe

Courage Simon Kofi Dogbe has over 50 scientific publications in leading journals. He is a proficient user of SPSS, Amos, PROCESS Macro, and STATA, with a working knowledge on NVIVO and Lisrel. Currently, he is the Exams Coordinator for the Department of Management Studies Education (AAMUSTED), the Chairperson of the Research and Grants Committee at the Faculty of Business Education (AAMUSTED), as well as, a member of the Graduate Research and Publication Committee (AAMUSTED). His research interests include, Entrepreneurship, Innovation, Sustainability Strategy, Marketing, and International Business. Google Scholar: https://scholar.google.com/citations?hl=en&user=M6ACVlUAAAAJ

Irene Tweneboah

Irene Tweneboah is an educator with 19 years of teaching experience. She had her Diploma in Education from Berekum College of Education, First Degree in Business Management from the University of Education, Winneba, and an MPhil in Business Management from AAMUSTED. Her academic pursuits reflect her passion and dedication for teaching and research in Business Management to inspire and educate future generations.

Prince Basoah

Prince Basoah is the headmaster at Kuma Dwumfour Adventist Preparatory/JHS. With more than 8 years of experience in education, he has a demonstrated track record of leadership and a strong desire to inspire students to fulfil their potential. Prince had his Bachelor's degree in Education from the University of Education, Winneba-Kumasi campus, and his MPhil. in Business Management from AAMUSTED.

Abigail Ansaah Arkrofi

Abigail Ansaah Arkrofi is a motivated teacher and leader, who is passionate about teaching and learning. She has a Bachelor's degree from the University of Cape Coast, and an MPhil. in Business Management from AAMUSTED. Abigail, who has vast expertise in teaching, is currently a Business Management tutor at Tawheed Senior High School and Senior House Mistress. She enjoys research and humanitarian activities, which fuels her passion to empowering students and communities.

Nicholas Appiah

Nicholas Appiah is a senior lecturer at the Department of Marketing, Sunyani Technical University (STU), and the faculty examinations officer in the Faculty of Business and Management Studies. Since his appointment in 2009, he has been handling courses in marketing and management. He is a former HOD at the Department of Marketing. He had an MBA from the University of Leicester (UK), in 2008. Nicholas has published in leading journals. His research areas include product promotion, marketing communications, customer satisfaction issues, etc.