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It has now become clear that education that promotes the development of students' creative thinking and problem-solving skills is important not only for their individual well-being, but also for the economy and society. That is why creativity has been one of the most frequently mentioned terms in educational circles and educational policies in recent years, and has been promoted through the curricula of many countries. The creative potential of children is largely managed by teachers. It is very important for them to know what is creativity, to be able to recognize the characteristics that make up the portrait of the creative pupil and to use the appropriate teaching strategies and methods to promote creativity. The analysis of the data of this research shows that teachers accept creativity in their teaching. It also appears that gender, age, years of service, extra education and working relationship are an important predictive factor of teachers' attitudes towards creativity. Undoubtedly, it should not be mentioned that the interaction between child and teacher is very important. The research has also captured the perceptions of primary school teachers about the behaviors displayed by teachers in their lesson to promote the creative potential of their pupils. In addition, there appear to be factors that positively affect creative behavior, but others that act repressively. For collecting the data, a questionnaire was formed, with closed-ended questions (selection, Likert type rating). The sample of the survey consisted of 127 primary school teachers. The main limitation of research is the small number of the sample compared to the population of Greek primary school teachers. The main purpose of this research is to explore the views of primary education teachers on the sense of creativity in their self-image of professional identity.