Introduction and Objective: Teacher skill competencies play a crucial role in enhancing students’ creativity and cognitive competence, enabling a more effective learning process and the development of students’ cognitive abilities. Examining this role can contribute to improving the quality of education at the secondary school level. Therefore, the aim of this study was to investigate the role of teacher skill competencies on the creativity and cognitive competence of secondary school students.
Methodology: This applied research employed a mixed-method exploratory design (qualitative–quantitative). The qualitative phase involved 20 faculty members, guest lecturers, and department managers from universities in Kerman Province, who were selected through convenience sampling and interviewed until theoretical saturation was reached. In the quantitative phase, the study population included 1,487 secondary school students from Zarand County, from which 153 students were selected using Cochran’s formula and convenience sampling. Data were collected in the qualitative phase through semi-structured interviews using the Delphi technique, and in the quantitative phase through a 68-item questionnaire covering the dimensions of teacher skill competencies, creativity, and cognitive competence.
Findings: The results indicated that teacher skill competencies have a positive and significant effect on the creativity and cognitive competence of secondary school students.
Conclusion: Overall, teachers, as active agents in the learning process, play a key role in shaping students’ creativity and cognitive competence. Higher teacher skill competencies enhance the possibility of creating a dynamic learning environment and providing active learning opportunities for students. These findings emphasize that developing teachers’ skills not only improves the quality of education but also promotes students’ cognitive and creative abilities, ultimately enhancing academic performance and preparing them for future social and professional challenges.