Ukraine's current social and economic state is characterized by the search for ways to improve the quality of high professional education. This puts forward new requirements for the process of training future professionals in higher education institutions because the acquisition of subject knowledge only in modern society does not make graduates competitive in the labor market. The problem of developing teachers’ creativity acquires special necessity in the conditions of forming a competitive, mobile personality. Our research aim was to determine the structure of the modern teachers’ creativity. The problem of creativity remains relevant even today. The expert assessment method was used to solve the outlined problem. The study presented the interpretation of the concept of "educator's creativity" and highlighted its structure. The analysis of scientific literature indicates the absence of a clearly defined structure of creativity as well as theoretical and methodological aspects of its development. Current research reveals the essence of the components of teachers’ creativity, determines their content, which makes the basis for the development of diagnostic tools to measure the levels of creativity of the professionals. It was established that the selected components of teachers’ creativity are interconnected, interdependent and inter-determined.