Teacher’s Innovative Behavior: A Qualitative Perspective on Determinants, Processes, Problems and Solving Strategies

Abstract

The exploration of TnL innovation practices among Arabic Language Primary School Innovative Teachers (ALPSIT) require the field of teaching and learning innovation to be studied in terms of several aspects: determinant factors, processes, problems and strategies. This study used a qualitative approach with the design of multisite single case study. A total of three study participants among Arabic language primary school teachers who were involved in implementing innovation were selected. The data of this study has been collected through semi-structured in-depth interviews, document analysis and audio-visual materials. The findings indicate that the practice of innovation in second language acquisition is driven by the strength of the teacher's self-factor, particularly the elements of desire and willpower to innovate and have specific goals towards the subjects of Arabic language. Student factors and religious factors also play a role as determinant factors besides organizational and external factors toward teacher’s innovative behaviour. In conclusion, there are four phases of innovation formulated from teacher practices studied namely First Phase: Innovation Planning, Second Phase: Development of Innovation, Third Phase: Application of Innovation for TnL Purposes and Fourth Phase: Dissemination of Innovation. This study also suggested that INOVaTIIF measures to be as series of action processes to be used as a guideline for teacher innovation practices. The self-enhancing aspect, organization, subject and technical aspects is needed to overcome the problems faced in innovation so that the development of teacher professionalism can be sustained through continuous teaching and learning innovation.