This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their classroom context. 46 constructs were elicited and sorted into six categories: autonomy, optionality, collaboration, confidence, efficacy and excitement. These categories were further sorted into 3 roles (Enablers, Modifiers and Validators) which allowed a model to be developed showing how the categories interrelated and could drive changes in teacher constructs and perceptions.