In today's technology enriched schools and workforces, creative problem-solving is involved in many aspects of a person's life. The educational systems of developed nations are designed to raise students who are creative and skillful in solving complex problems. Technology and the age of information require nations to develop generations of students who are creative and capable of solving new and complex problems. In this study, the researcher addressed the problem by examining whether the principal transformational leadership (intellectual stimulation and inspirational motivation), organizational support, technological awareness programs, and teachers' creative practices influence students' performance in creative problem-solving. Data were collected from PISA 2012 surveys that were submitted to principals and students to ascertain perspectives on principal leadership and teachers' creativity, organizational support, innovative technology programs, and students' performance in problem-solving. The results revealed that principals' transformational leadership and organizational support did not predict teachers' creative practices, that principals' transformational leadership, organizational support, and teachers' creative practices were significant predictors of student's performance in creative problem-solving. The results also suggested that organizational support does not moderate the relationship between principals' transformational leadership and teachers' creative practices and that organizational support significantly moderates the relationship between principals' transformational leadership and students' performance in creative problem-solving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]