<![CDATA[Scientific creativity is essential to science, technology, engineering, and mathematics (STEM) education; however, students’ creativity remains relatively low as revealed by international large-scale assessments, particularly in K-12 physics classrooms. Despite its importance, limited studies have examined the specific constraints that hinder the development of scientific creativity in the Philippine STEM contexts. This study aimed to identify the underlying constraints affecting teaching and learning of scientific creativity. An exploratory qualitative research design was employed. Semi-structure interviews were conducted with six STEM teachers, and the data were analyzed using thematic analysis. The results from the analysis were substantiated by literature review for triangulation of qualitative findings. Three major themes emerged from the analysis: i) time constraints, which limit opportunities for inquiry, experimentation, and design-based activities; ii) curriculum constraints, characterized by congested and rigid curriculum with limited interdisciplinary integration; and iii) pedagogical and assessment constraints, marked by teacher-centered instruction and assessment practices that prioritize content mastery over creativity. These findings underscore the systemic barriers that restrict the cultivation of scientific creativity in classrooms. Consequently, the study suggests the need for greater curriculum flexibility, creativity-aligned pedagogy, and alternative assessment approaches to better support the development of scientific creativity among STEM learners.]]>
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