A Study of High School Teachers' Experiences Making Innovations to Instructio

Creativity and innovation are important for sustaining the relevance of schools in the changing world. Although innovation is a significant aspect of school improvement, we do not know how teachers perceive the experience of making innovations to instruction. The purpose of this mixed-methods study is to reveal how teachers experience making innovations to their instruction. The research questions for this study are as follows: (1) What key themes emerge as teachers describe their experiences making innovations to instruction? (2) What key themes emerge as teachers describe the environmental factors that influence the innovations they make to instruction? (3) What key themes emerge as teachers describe the leadership that influences the innovations they make to instruction?;Principals and a school district administrator were asked to identify English, math, science and social studies teachers in three high-performing suburban high schools who demonstrate the characteristics of innovative teachers based on existing research. The researcher administered the Reisman Diagnostic Creativity Assessment (RDCA) self-assessment and Dweck's mindset questionnaire to 21 high-school teachers. Most teachers in the study self-assessed themselves as having a moderately high to very high level of creativity and a growth mindset. The researcher conducted focus group and individual interviews with 14 of the high school teachers. Transcripts of the interviews were coded and the following major categories emerged: (1) Innovative Processes; (2) Personal Feelings; (3) Risk Taking; (4) Teacher Motivation; (5) Limited Collaboration; and (6) Leadership.;These categories were synthesized into five themes that are presented as the results of this research study: (1) Teachers Make Innovations to their Instruction for Professional and Personal Reasons; (2) Teachers Need to Feel Secure Before Taking Risks; (3) Teachers Make Innovations to their Instruction with Limited Collaboration; (4) Leaders Can Increase the Likelihood that Teachers Make Innovations to their Instruction; and (5) Creativity and a Growth Mindset are Associated with Innovative Teaching. This study suggests the need for teachers to understand their students' experiences and be motivated to overcome barriers in order to make innovations. It also suggests the need for school leaders to encourage innovation and create conditions where it can take place.