Evaluation of innovative cases of science and social sciences high school teachers

This study aims to determine and evaluate the general status of teachers in public and private science and social sciences high schools in terms of innovative teacher characteristics based on teachers and their administrators' views. Teachers working in science and social sciences high schools established for creating future scientists need to be open to innovations, information technologies, learning, development and cooperation for training the students who will be the source of science in our time of scientific and technological development. For this reason, it has been preferred to conduct the current study in science and social sciences high schools. In this mixed method study, quantitative data was obtained with the developed "innovative teacher characteristics scale" and qualitative data was obtained with semi-structured interview form prepared for teachers and managers in the context of innovative teacher characteristics. The innovative teacher characteristics scale was employed to 384 participant teachers and the semi-structured interview form was employed to 18 teachers and 19 administrators working in public and private science and social sciences high schools located in Ankara, Turkey. Based on the findings of the study, the participant teachers perceive themselves highly positive within the scope of sub-dimensions of innovative teacher characteristics, that is, be open to innovations, information technologies, learning, development and cooperation. The mean scores of the factors related to innovative teacher characteristics of teachers differ significantly according to the school type (public / private), seniority level, foreign language level and field. The mean scores of the teachers' innovative teacher characteristics did not show any significant difference according to their gender and education level. The concept of innovation was mostly perceived by teachers as "technology" and "up to date" by administrators. Teachers mostly perceive themselves as innovative; administrators also perceive teachers mostly innovative. Teachers follow the changes and developments that take place in information technologies. This is also supported by the views of the administrators. A large number of teachers have described themselves as "open to learning". Administrators also point out that teachers are open to learning. Teachers perceive themselves as open to development and collaboration; administrators perceive teachers as open to development and collaboration. The majority of teachers have indicated that there is no relationship between university education and innovative teacher characteristics. On the other hand, whereas some of the administrators think that there is no relationship between university education and innovative teacher characteristics, some think the vice versa.