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
References
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573
Ahmad, N., Rukanuddin Sewani, R., & Channa, N. (2025). Teachers’ professional development and its effect on their innovative teaching strategies. Pakistan Social Sciences Review, 9(3), 141–156. https://doi.org/10.35484/pssr.2025(9-III)12
Amemasor, S. K., Oppong, S. O., Ghansah, B., & Benuwa, B. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, Article 1541031. https://doi.org/10.3389/feduc.2025.1541031
Baroroh, U., Bunyamin, & Sudana, I. M. (2025). Unpacking the role of teacher competence and collaborative school culture in primary education: A systematic review. Journal of Innovation and Research in Primary Education, 4(3), 1343–1355. https://doi.org/10.56916/jirpe.v4i3.1936
Basister, M. P., Petersson, J., & Baconguis, R. D. T. (2025). Educational innovations for an inclusive learning environment: Insights from the teachers’ collaboration through Lesson Study. Frontiers in Education, 10, Article 1610749. https://doi.org/10.3389/feduc.2025.1610749
Beatty, I., & Gerace, W. J. (2009). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology, 18(2), 146–162. https://doi.org/10.1007/s10956-008-9140-4
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
Christensen, A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes: A cross-national analysis. Teaching and Teacher Education, 156, Article 104920. https://doi.org/10.1016/j.tate.2024.104920
Cong-Lem, N. (2022). Vygotsky’s, Leontiev’s and Engeström’s cultural-historical (activity) theories: Overview, clarifications and implications. Integrative Psychological and Behavioral Science, 56(4), 1091–1112. https://doi.org/10.1007/s12124-021-09668-0
Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture (3rd ed.). Jossey-Bass.
Egwim, O. E., & Rasul, O. (2025). Bridging the digital divide: Access and inclusion in technology-enhanced learning for K–12 students. Journal of Research and Educational Practice, 2(3). https://doi.org/10.70232/jrep.v2i3.81
Engeström, Y. (2014). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge University Press.
Engeström, Y., & Sannino, A. (2017). Expansive learning and activity theory. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 100–146). Cambridge University Press.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Ghamrawi, N., Shal, T., & Ghamrawi, A. R. (2025). Teacher leadership in the Arab states: A systematic review. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432251406019
Ghamrawi, N., Shal, T., Ghamrawi, N. A., & Alshaboul, Y. (2025). Unleashing the potential of teacher leadership for ESD. Frontiers in Education, 10, Article 1614623. https://doi.org/10.3389/feduc.2025.1614623
Godsk, M., & Møller, K. L. (2024). Engaging students in higher education with educational technology. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-12901-x
Granville-Chapman, K., Lee, M. T., & Ritchie-Dunham, J. (2024). The development of a new model of educational leadership: Leadership for teacher flourishing. Humanistic Management Journal, 9(3), 247–267. https://doi.org/10.1007/s41463-024-00181-z
Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLOS ONE, 15(5), e0232076. https://doi.org/10.1371/journal.pone.0232076
Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: Student teachers’ social-emotional competencies during the COVID-19 crisis. European Journal of Teacher Education, 43(4), 573–586. https://doi.org/10.1080/02619768.2020.1807513
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. https://doi.org/10.1207/s15326985ep2701_6
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Liu, Y., Werblow, J., & Bellibaş, M. S. (2024). The impact of transformational and distributed leadership on teacher self-efficacy, collaboration, and innovation. Education and Information Technologies, 29, 12701–12778. https://doi.org/10.1007/s10639-024-12701-3
Mitchell, R., Ayinselya, R., Barrett, A. M., Ochoa, A. A. C., David, O., Imaniriho, D., & Singh, M. (2024). Teacher professional development in Africa: A critical synthesis of research evidence. University of Bristol.
Mokhlis, S., & Abdullah, A. H. (2025). School innovation climate as a driver of teachers’ innovative work behavior: The mediating role of self-efficacy. International Journal of Evaluation and Research in Education, 14(5), 3735–3743. https://doi.org/10.11591/ijere.v14i5.32757
Mphatsoane-Sesoane, L., & Jita, L. C. (2025). Analysing the role of ethical leadership in fostering teacher agency for inclusive digital pedagogical innovation. Discover Education, 4, Article 493. https://doi.org/10.1007/s44217-025-00944-2
Mudavanhu, N., & Mpofu, P. (2025). The role of transformational leadership in promoting cultural change in Eswatini high schools. International Journal of Educational Management and Development Studies, 6(1), 45–62. https://doi.org/10.53378/ijemds.353162
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
OECD. (2018). Teachers as designers of learning environments. OECD Publishing. OECD
OECD. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publishing. https://doi.org/10.1787/b5fd1b8f-en
OECD. (2024). Curriculum flexibility and autonomy. Organisation for Economic Co-operation and Development. OECD PDF
Okenwa-Fadele, I., Oyeyemi, A. A., Akutaekwe, E. C., Felix, G. C., & Ibrahim, B. D. (2025). Digital divide challenges and their impact on teaching and learning in secondary schools in Anambra State. Journal of Research in Education and Pedagogy, 2(3), 447–453. https://doi.org/10.70232/jrep.v2i3.81
Oshuporu, O. Z., Olaoye, D. D., Usman, S. O., & Ayandele, J. K. (2024). Innovative teaching methods, assessment and digital collaboration in education in Sub-Saharan Africa: A systematic review. Kashere Journal of Education, 6(2), 307–317. AJOL Article
Plaku, A. K., & Leka, K. (2025). The role of school leadership in shaping professional learning communities and collaborative school culture. Frontiers in Education, 10, Article 1541525. https://doi.org/10.3389/feduc.2025.1541525
Qin, S., Jia, S., & Su, S. (2025). How does teacher collaboration impact teachers’ innovation ability? The chain mediation of teaching motivation and teaching efficacy. Humanities and Social Sciences Communications, 12(1), Article 924. https://doi.org/10.1057/s41599-025-04965-y
Ralebese, M. D., Jita, L., & Badmus, O. T. (2025). Examining primary school principals’ instructional leadership practices: Curriculum reform and implementation. Education Sciences, 15(1), Article 70. https://doi.org/10.3390/educsci15010070
Ranbir, D. (2024). Educational technology integration: Challenges and opportunities. Innovative Research Thoughts, 10(2), 75–79. https://doi.org/10.36676/irt.v10.i2.1406
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 273–290). Macmillan.
Rizqi, P. U., & Syafika, W. (2024). Strengthening professional learning communities through policy and institutional support in diverse educational contexts. Sinergi International Journal of Education, 2(3), 141–156. https://doi.org/10.61194/education.v2i3.587
Rosenlund, L., & Edelmann, M. (2024). Teachers’ perceived opportunity to contribute to school culture transformation. Journal of Educational Change, 25(4), 369–391. https://doi.org/10.1007/s10833-023-09496-4
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Qualitative & Quantitative, 52(4), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
Shibiru, T., & Bekele, M. (2024). Leading change and innovation effectively in secondary schools: A literature review. International Journal of Secondary Education, 12(3), 68–74. https://doi.org/10.11648/j.ijsedu.20241203.13
Tshabalala, G. X. (2024). School principals’ perceptions of their roles as agents of change in Eswatini schools. https://doi.org/10.5281/zenodo.10623026
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zipper-Weber, V. (2025). Flexible assessment as an authentic learning strategy: Addressing diversity and enhancing student engagement in higher education. Discover Education, 4, Article 586. https://doi.org/10.1007/s44217-025-01038-9
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
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Related articles:
Most read articles
- Senior High School Strand Alignment and Its Implication to The Tertiary Programs: A Basis for Bridging Program
- Reading Comprehension Difficulties Among Junior High School Learners
- Difficulties in the writing skills of Grade 11 HUMSS students
- Factors Influencing Reading Comprehension and Difficulties Among Intermediate Learners: Basis For Developing Remedial Reading Intervention
- Identifying gender stereotypes of high school LGBTQ students
- Lived experiences of senior high school focal persons in the implementation of work immersion program
- Disaster risk reduction and management on earthquake preparedness: An assessment
- Digital Marketing Strategies Used by Competing Coffee Shops in Candelaria, Quezon: Perspective of Employees
- Analysis of school rules and regulation implementation: Basis for policy enhancement program
- Technical vocational students’ higher learning institution preference and level of academic and skills preparedness