Creativity as a psychologically systemic quality of personality is highly relevant and in demand in the modern educational system for both students and university teachers. The authors propose a new model for studying and developing creativity. This model considers the level of creativity, personality traits that define it, factors that contribute to it, barriers that hinder its expression, other personal qualities and motivation. The aim of the study was to identify the criteria for the creativity model in university teachers holding leadership positions to develop a retraining program for them. The manifestation of university teachers' creativity is determined by their personal qualities and a unique combination of barriers that impede its expression, as well as factors that facilitate it. Creativity can manifest (be "active") or remain unexpressed (exist in a latent form). The authors hypothesize that it becomes "active" through overcoming barriers such as fear of making mistakes, stereotypical thinking, time constraints, and through qualities like courage and enterprise. The study was conducted among teachers from three universities in Armenia (n = 123), who are candidates and doctors of sciences, associate professors, professors and among state service managers as well (n = 68). The methodologies used included F. Williams' techniques, interviews, and questionnaires to identify barriers to creativity and factors that contribute to it. The level of creativity among university teachers was found to be above average: they are capable of proposing numerous diverse ideas, including unconventional and original ones. University teachers are curious, bold, and inclined to solve complex problems but tend to underestimate their own creativity. The barriers identified include fear of making mistakes, unwillingness to seek additional solutions to various tasks, time constraints, stereotypical thinking, and the tendency to yield to the majority opinion. Factors contributing to creativity, according to teachers, include the desire for self-improvement and self-development. The personal qualities of teachers that determine creativity are not related to its criteria, which makes it impossible to provide an adequate assessment of their own creativity, leading to passive rather than active creativity. Key words: creativity, university teacher, creativity criteria, personal qualities, barriers to creativity, factors contributing to creativity.
