The Role of Teachers in Implementing the Contextual Teaching and Learning (CTL) Model to Enhance Early Childhood Creativity

Abstract

The urgency of implementing Contextual Teaching and Learning (CTL) in early childhood education (ECE) has been increasing in response to the demands of developing 21st-century skills such as critical thinking, creativity, collaboration, and communication. Although CTL is recognized as an effective approach to fostering children’s creativity, its implementation in the field still faces various challenges. This study aims to analyze in depth the role of teachers in applying the contextual learning model to enhance young children’s creativity and to identify factors influencing its success. The research employs a qualitative descriptive approach, with data collected through observations, in-depth interviews, and document studies involving ECE teachers from several educational institutions. Data were analyzed using an interactive model that includes data reduction, data display, and conclusion drawing.The findings reveal that most teachers understand the concept of CTL; however, the level of implementation varies. Experienced teachers are more capable of linking learning activities to children’s real-life contexts, while novice teachers tend to interpret CTL merely as “learning through play” without deeper contextual meaning. The main barriers to CTL implementation include limited facilities, administrative pressure, and lack of continuous professional training. Theoretically, this study enriches the understanding of the relationship between teacher competence and the successful application of CTL. Practically, the results highlight the importance of lesson study–based training and peer coaching in supporting ECE teachers’ professional development. Future research is recommended to broaden the study context and integrate a mixed-methods approach to obtain a more comprehensive understanding.