Examining the factors that promote a culture of innovation among teachers in Eswatini
Phumuzani Mpofu & Bhekie S Mdluli
Abstract
This study explores teachers’ understandings and practices of innovation in teaching, highlighting the factors that enable or constrain its implementation. Using qualitative interpretivist design, this study employed purposive sampling to include 21 participants, consisting of 14 classroom teachers, 5 school principals, and 2 education officers from primary and secondary schools. Data gathered from semi-structured interviews and focus group discussions were thematically analysed. Findings indicate that teachers perceive innovation as a purposeful, learner-centred process that integrates problem-solving, adaptive strategies, and technology to address diverse student needs. The study identifies school culture, leadership support, professional collaboration, and alignment with personal beliefs and professional goals as critical enablers of innovative teaching. Conversely, resource limitations, rigid curricula, and resistance to change are significant barriers. Teachers’ agency, professional judgment, and values mediate these influences, underscoring that effective innovation results from the interplay between systemic structures, collaborative practices, and individual commitment. Based on these insights, the study recommends systemic interventions, including continuous professional development, adequate resourcing, and structured platforms for collaboration. Leadership approaches that encourage autonomy, shared decision-making, and access to instructional and technological resources can empower teachers to experiment and sustain innovative practices. Furthermore, fostering professional learning communities and cross-school networks can enhance collegial support and collective problem-solving, enabling the co-construction of knowledge and contextually responsive innovation. These findings contribute to understanding how systemic, collaborative, and individual factors converge to shape teaching innovation, offering practical guidance for policy and practice aimed at advancing learner-centred, adaptive, and sustainable educational innovations.
Keywords
innovation in teaching, learner-centred pedagogy, professional learning communities, teacher agency, educational leadership, technology integration
Author information & Contribution
Phumuzani Mpofu. Corresponding author. PhD in Education with Educational Psychology. PostDoc, University of Witwatersrand. Email: mpofup89@gmail.com
Bhekie S Mdluli. Bachelor of Psychology. Lecturer, Eswatini College of College. Email: shadesm3@gmail.com
"The authors contributed equally to the conception, design, writing, and revision of this article."
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any funding.
Declaration
The authors declare the use of Artificial Intelligence (AI) in writing this paper. In particular, the authors used ChatGPT in grammar editing, summarizing key points and paraphrasing ideas. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
This paper has been presented in International Conference on Management, Education & Innovation
Acknowledgement
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Cite this article:
Mpofu, P. & Mdluli, B.S. (2026). Examining the factors that promote a culture of innovation among teachers in Eswatini. Management, Education & Innovation Review, 3(1), 30-51. https://doi.org/10.53378/meir.202
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