Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship

Abstract Teachers play a critical role in fostering students’ creativity, especially in English as a foreign language (EFL) classes, known as teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this study investigates how various holistic work environment factors affect TfC among Chinese EFL teachers. Drawing on the dynamic componential model of creativity, the study employs a mixed‐methods approach, combining quantitative data from a survey of 406 EFL teachers analyzed using partial least squares structural equation modeling in Smart PLS 3, and qualitative insights from semi‐structured interviews with 20 EFL teachers analyzed in MAXQDA 2022. The quantitative results reveal that perceived climate and peer group interaction positively and significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. The qualitative findings validate these outcomes and offer deeper insights into how PC and PGI specifically facilitate or impede TfC, alongside explanations for the non‐significant role of SR. Additionally, the qualitative analysis identifies another influential factor on TfC: teacher–student interaction. These findings carry theoretical and practical implications for teacher educators and the professional development of EFL teachers.