Maths teachers are not always correct. I see beauty in maths when I go to the opshop and the disabled person takes ages to add up on paper 10 cents plus 70 cents. The beauty in that is that the person while taking a long time, is nice to me and polite. I get people who are totally competent in maths proficient in fact, but impolite to me, so that disintegrates me as a person.

I guess you are looking for a questionnaire for testing an instructor's perception of certain aspects of Mathematics, as a subject. Such a questionnaire should depend on the level or grade of the math education. A questionnaire that applies to every level of Math educator will essentially be very vague and inconclusive.

Assuming 'mathematical creativity' is equivalent to your search for 'beauty and simplicity in mathematics' may lead to this earlier post

https://www.researchgate.net/post/How_do_you_define_mathematical_creativity

and, an answer therein "You dont. Recognize when you see it."

To create a qualitative scale that reveals mathematics teachers’ perceptions of beauty and simplicity in mathematics, consider including open-ended questions such as:

1.How do you define beauty in mathematics?

2.Can you provide an example of a mathematical concept you find particularly elegant or simple?

3.In what ways do you think simplicity enhances understanding in mathematics?

4.Describe a moment when you experienced beauty in a mathematical solution or proof.

5.How does your perception of beauty in mathematics influence your teaching practices?

These questions will facilitate deep reflections on the aesthetic aspects of mathematics and their pedagogical implications.