Aboufirass - Laboratory of Analytical Chemistry and Physico-Chemistry of Materials, Department of Chemistry, Faculty of sciences Ben M’sik, Hassan II University of Casablanca, BP ۵۰۰۶۹, Casablanca Morocco.
Lotfi - Laboratory of Education and Training Sciences, Evaluation of Sport Sciences and Didactic of Physical Activity, Higher Normal School, Hassan II University of Casablanca, BP ۵۰۰۶۹, Ghandi, Casablanca Morocco.
Talbi - Laboratory of Analytical Chemistry and Physico-Chemistry of Materials, Department of Chemistry, Faculty of sciences Ben M’sik, Hassan II University of Casablanca, BP ۵۰۰۶۹, Ghandi, Casablanca Morocco.

Research in ​​educational innovation has generally focused on teaching practices. Innovation in our society carries many identities. In the collective imagination, it refers to our own representation of what is new. In our research work, we have focused on identifying the factors of innovation in the field of qualifying secondary education. We used a questionnaire of ۷۸ items, structured in ۵ areas: the conditions, the moments, the reasons, the domains, and the objects of experimentation of the new actions in teaching-learning. This questionnaire is administered to a sample of ۱۴۹ teachers. We proceeded by a descriptive and exploratory research of mixed qualitative and quantitative type) The results of which showed the existence of personal factors and those which are in relation to the context and the working conditions in educational establishments, and which are points of reflection on the logic of school innovation. We can deduce that an analysis of the relationships that teachers have with innovation opens heuristic perspectives in terms of research and training in education.

Educational innovation, Teacher, process, innovation factors