This research paper explored the creative competencies of art teachers. Although there is no exact definition of creativity, we can say that it manifests in some unusual talent, highly creative person questions adopted rules and assumptions, connects things that are not usually related, such person, imagine what could be, tests new, fresh approaches and critically looks back at ideas and results. This means that creativity always includes originality. It is a common misconception that only artists are creative, and it has been proven that this is an ability of all people that can be developed during schooling. While student’s creativity has often been measured and developed from an early age, little has been devoted to developing teacher’s creative competencies. We focused on only one segment of the pedagogical concept of creativity, creative teaching that refers to creative ways of transferring knowledge. A survey was conducted on a small sample, teachers who are of different ages, education, and work experience. The method of qualitative and quantitative content analysis, in a mixed research approach, was used for the survey. The questions are divided into groups according to the competencies that teacher should possess, in each of these groups a series of questions is asked in a network with multiple answers where everyone can circle how much he agrees with a particular statement or how much that statement applies to him and his work. The questions posed within these six groups examine the divergent thinking of individuals. This paper aimed to contribute to a more serious understanding of the concept of creativity and to show that everyone has a certain creative potential, which with the appropriate support of teachers and creative teaching, can be realized. Therefore, all education professionals must be more intensively engaged in creativity so that creative teaching is more often practiced in classrooms and so that creative thinking can be better understood and practiced in everyday life situations.