Abstract
This study explores the characteristics of innovative teachers among formally recognised teachers in South Africa.
This descriptive case study used a qualitative approach to explore the perspectives of teachers who had received formal recognition for their innovativeness within the classroom context. Initially, prospective teachers were identified through an online biographical survey incorporating the Scale of Innovativeness developed by Hurt et al. (1977). Subsequently, a purposeful sample of eight teachers was selected for an in-depth case study. This methodological choice aligned with the interpretivist paradigm, allowing the researcher to gain insights into participants’ perspectives on their lived experiences.
Using Rogers’ Theory of Innovation (1962) to frame the data from semi-structured interviews revealed shared personality characteristics, attitudes, skills, and culture of sharing among innovative teachers. These teachers exhibit adaptability, creativity, curiosity, openness, persistence, and a positive attitude towards failure. They are motivated, passionate teachers who believe in their abilities and embrace change. Their commitment to lifelong learning and social capital contributes to their ability to create impactful learning experiences.
The findings from this study offer valuable insights that can inform educational management and professional development efforts.