Current seminal studies on teacher creativity and teaching effectiveness have been widely investigated by numerous researchers. Most of them explored both variables (teacher creativity and effectiveness) from various aspects such as the perspectives of teachers, learners, and of gender but they failed to address one important variable, namely the influence of professional development background on these variables. Consequently, this study aims to analyse the influence of blended teacher professional training on teaching creativity and teaching effectiveness from the learners’ perspective. A sample of 901 learners from various secondary schools in East Java province was randomly assigned to rate 120 EFL teachers using both the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). For this purpose, a validated and reliable five-point Likert scale of ELT-CS and ELT-ES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree) has been employed. After administering the questionnaires, the data were analysed using structural equation modelling (SEM). The findings indicate a positive influence of blended professional training on EFL teachers' creativity and their teaching effectiveness. As for the indicators of teaching effectiveness and creativity, knowledge, subject matter, independent learning, learning environment, and material variables show the strongest influences. Conversely, fluency, flexibility, originality, and elaboration variables show the weakest influences. The detailed influences of each indicator from both variables were also elaborated on. Finally, recommendations for further research are presented.

Keywords:  teacher creativity; blended professional training; learners’ perspective; teaching effectiveness

Arbaugh, J. B. (2000). Virtual Classroom Characteristics Internet-Based MBA Courses. Journal of Management Education, 24, 32-54.

Arifani, Y. & Suryanti, S. (2019). The Influence of Male and Female ESP Teachers' Creativity toward Learners' Involvement. International Journal of Instruction, 12(1), 237-250.

Barry, R. A. (2010). Teaching effectiveness and why it matters. Marylhurst University and the Chalkboard Project.

Blignaut, S. & Els, C. (2010). US-China Education Review. 7.

Buela, S. & Joseph, M. C. (2015). Relationship between Personality and Teacher Effectiveness of High School Teachers. The International Journal of Indian Psychology, 3.

Crawford, R. & Jenkins, L. E. (2018). Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach. Australian Journal of Teacher Education, 43, 127-142. doi:10.14221/ajte.2018v43n1.8

Dewi, N. (2019). Cognition, Conscience, and Creativity: Multimedia-Based Literature Teaching for Pre-Service Teachers in Indonesia. 3L: Language, Linguistics, Literature®, 25(2).

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers and Education, 54, 350-359. doi:10.1016/j.compedu.2009.08.012

Farrell, T. S. C. & Jacobs, G. M. (2010). Essentials for successful English language teaching. London: Continuum International Publishing Group.

Fernandes, J., Costa, R. & Peres, P. (2016). Putting Order into Our Universe: The Concept of Blended Learning—A Methodology within the Concept-based Terminology Framework1. Education Sciences, 6, 15. doi:10.3390/educsci6020015

Fishman, B. J., Marx, R. W., Best, S. & Tal, R T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643-658. doi:https://doi.org/10.1016/S0742-051X(03)00059-3

Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8.

Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its

transformative potential in higher education. Internet and Higher Education, 7, 95-105. doi:10.1016/j.iheduc.2004.02.001

Gillian, E. & Lew, R. (2018). Incorporating Research-based Teaching Techniques in E-learning to Teach English Articles. 3L: Language, Linguistics, Literature®, 24(1).

Harker, M. & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL, 17, 197-216. doi:http://dx.doi.org/10.1017/S095834400500042X

Holmes, K. A. & Prieto-Rodriguez, E. (2018). Student and staff perceptions of a learning management system for blended learning in teacher education. Australian Journal of Teacher Education, 43, 21-34. doi:10.14221/ajte.2018v43n3.2

Holsapple, C. W. & Lee-Post, A. (2006). Defining, Assessing, and Promoting E-Learning Success: An Information Systems Perspective*. Decision Sciences Journal of Innovative Education, 4, 67-85. doi:10.1111/j.1540-4609.2006.00102.x

Janicaud, D. (2005). On the human condition: Routledge.

Khodabakhshzadeh, H., Hosseinnia, M., Moghadam, H. A. & Ahmadi, F. (2018). EFL Teachers' Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach. International Journal of Instruction, 11(1), 227-238.

Kocoglu, Z., Ozek, Y. & Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27, 1124-1134.

Kulsum, U. (2000). Kulsum Teacher Effectiveness Scale. National Psychological Corporation, Agra.

Kupetz, R. & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: Integrated interactive e-learning and contact learning.

ReCALL, 17, 179-196. doi:10.1017/S0958344005000327

Lovett, M., Meyer, O. & Thille, C. (2008). JIME - The Open Learning

Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008, 13. doi:10.5334/2008-14

Macedo-Rouet, M., Ney, M., Charles, S. & Lallich-Boidin, G. (2009). Students' performance and satisfaction with Web vs paper-based practice quizzes and lecture notes. Computers & Education, 53, 375-384. doi:http://dx.doi.org/10.1016/j.compedu.2009.02.013

Masouleh, N. S. & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning! International Conference on New Horizons in Education INTE2012. Procedia-Social and Behavioral Science, 55, 835-842. doi:https://10.1016/j.sbspro.2012.09.570

Motteram, G. (2006). Blended education and the transformation of teachers: A long-term case study in postgraduate UK higher education. British Journal of Educational Technology, 37, 17-- 30. doi:http://dx.doi.org/10.1111/j.1467-8535.2005.00511.x

Osguthorpe, R. T. & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4, 227-233.

Paolini, A. (2015). Enhancing teaching effectiveness and student learning outcomes. The Journal of Effective Teaching, 15, 20-33.

Pishghadam, R., Nejad, T. G. & Shayesteh, S. (2012). Creativity and its relationship with teacher success. BELT-Brazilian English Language Teaching Journal, 3(2).

Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A. & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of educational research, 99(6), 323-338.

Torrance, E. P. (1974). Torrance Tests of creative thinking. Directions manual and scoring guide, verbal test booklet B. Bensenville: Scholastic Testing Service.

Uğur, B., Akkoyunlu, B. & Kurbanoğlu, S. (2011). Students' opinions on blended learning and its implementation in terms of their learning styles. Education and Information Technologies, 16, 5-23. doi:10.1007/s10639-009-9109-9

Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91. doi:10.1016/j.tate.2007.01.004

Vogt, F. & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 1051-1060. doi:https://doi.org/10.1016/j.tate.2009.04.002

Wallach, M. A. & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. Oxford, England: Holt, Rinehart & Winston.

Wang, M.-j. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6).

Young, A. & Lewis, C. W. (2008). Teacher education programmes delivered at a distance: An examination of distance student perceptions. 24, 601-609. doi:http://dx.doi.org/10.1016/j.tate.2007.03.003