Innovation Skills of Secondary Teachers: Trajectory for Technical Assistance
DOI:
https://doi.org/10.59890/ijaer.v3i5.123Keywords:
Innovation Skills, Secondary Teachers, Technical AssistanceAbstract
Teachers must be highly competent in innovating the teaching and learning process to revolutionize education. The study examines the innovation skills of secondary teachers (ideation, improvisation, and implementation, the differences in their innovation skills, and the technical assistance provided to improve these skills. The study employs a descriptive survey design to assess the innovation skills of 100 randomly selected public secondary school teachers in junior high schools. A researcher-made survey questionnaire, reviewed by experts, has a reliability alpha value of 0.8443 and is used as the data-gathering tool. Descriptive statistics (mean and standard deviation) and inferential statistics (F-test/ANOVA) are used to analyze the data gathered. Results indicate that secondary teachers possess strong innovation skills (M=3.39; SD=0.89), particularly in the ideation stage. Still, there is a significant difference in their practices of the said skills (p<0.05), leading to the development of a technical assistance plan to support continuous innovation and collaboration among educators.
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