The present study investigated the differences in creativity applied by mathematics and EFL teachers and professors and also its relationship with students’ achievements. For this purpose, 60 mathematics and 60 EFL teachers and professors of Bu-Ali Sina University, Hamedan as well as teachers of different high schools in Hamedan participated in the study. After validation, Arjmand’s (2003) Creativity questionnaire on a five- point Likert scale with 76 items was used for data collection. The students’ GPAs were collected and regarded as their achievement. The results of Independent sample t-test showed that there was no significant difference between two groups of teachers in application of creativity. In addition, the results of Pearson Product Correlation revealed that there was no significant relationship between teachers’ creativity and students’ achievements. Regarding the implication of the present study, material developers and syllabus designers might be recommended to design syllabus in which the teachers’ creativity comes into account. Furthermore, limitations of educational settings should be lowered in order to create conditions in which teachers and professors can apply more creativity and accordingly teach more effectively.
