| The needs of citizens for the twenty-first century have led educational institutions to re-examine their instructional strategies and methodologies. In an attempt to meet the demands of this ever-changing world, institutions initiate innovations in teaching strategies for effective twenty-first century teaching and learning. When innovations are introduced, however, they do not always become permanently adopted by teachers in schools.;This study examines the factors which lead to the permanent adoption of innovations. The literature review discusses four basic areas which include factors that affect innovations; school context, type of innovation, staff development and the outcome of innovations.;In an attempt to get the perspectives of the most important factors according to teachers, focus groups and individual taped interviews mere conducted with selected teachers from a private Arabic school in the Eastern Province of Saudi Arabia. Staff members were encouraged to express their attitudes and feelings about how and why innovations become a permanent part of their own repertoires. Computerized text analysis was used to identify themes that emerged from the investigation.;In some way, every area of concern from the literature review was mentioned. Teachers expressed a school context of patience with change efforts is important. They felt strongly that innovations need to be adapted to students' needs. An effective staff development program was seen as important, especially if it included the coaching component. Several felt collegial teams assisted their implementation of innovations. However, the most important factor was increased student achievement and joy of learning. Teachers also took a great deal of time and pride in describing in detail, innovations they had tried and how they changed them to fit their students.;The implication for school administrators is to be aware of all the factors involved in the introduction of change into a school program. An emphasis should be put on innovations that lead to better student achievement results, staff development programs which allow for teachers to reflect and share, and an atmosphere of patience with the process of change. |
