Innovative teaching strategies: A principal component analysis

Abstract

The paper investigated the degree of innovative teaching practices by secondary school teachers in the Vhembe District, South Africa, using a principal component analysis approach. Innovative teaching strategies refer to creative and efficient actions and performances that teachers use in the selection of materials, techniques, and learner assessments to encourage and develop learner creativity (Yu et al., 2021). Innovative teachers are those whose teaching methods differ from the conventional patterns of knowledge-transfer teaching and teacher-centred teaching. They solve educational problems in novel ways using new technologies and theoretical frameworks while guiding learners in deep learning and creativity (Tan et al., 2022). The objective of the study was to examine the innovative teaching strategies implemented by teachers in rural secondary schools to improve learner performance. A descriptive case study was employed in the paper, which was based on a quantitative research design. Using probability sampling approaches, 338 secondary school teachers were sampled. Data was collected through questionnaires and was analysed using descriptive statistical methods. The variables were reduced from 30 to 9 clusters using principal component analysis with varimax rotation. Clusters were termed stakeholders’ engagement, school and classroom practices, learner support, collaboration, professionalism, technology, relationships, diversity, and expertise.