This study investigated the innovativeness of outstanding secondary school science teachers of the Philippines, their characteristics, behavior, perception, attitude, and innovations in the classroom, their motivations, data sources, problem solving, and their process of innovation. These findings can serve as a model for the innovation process and be a benchmark of an innovative science teacher. The study used quantitative and qualitative methods to gather and analyze data. The findings revealed that the innovative teachers had favorable behavior, perceptions and attitudes toward all foci of innovations. They created instructional materials, interesting student activities and teaching methods that answered teaching-learning needs. Experimentation and diversification marked the peak stage innovativeness. In-service trainings accelerated their innovativeness. Teachers' perceived problem of the shortness of time and concern with students' academic excellence in science motivated them to make more innovations. These teachers followed a certain behavioral/procedural pattern in making classroom innovations. Certain traits accompany the process of innovation but creativity was the essential element of innovalivencss. These characteristics and traits must be developed by teacher education programs to produce future science innovators.
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