Curious people view learning as central to their existence; curiosity helps them make sense of the world, motivates exploration and discovery, and drives problem-solving. Research on strategies to improve school performance has provided evidence of effective interventions in pedagogical practices, whole-school leadership approaches, financial and resource management, and community engagement. However, there is a significant research gap concerning teachers' beliefs and ideas about their teaching, particularly their conceptualisation of learner curiosity and how to harness it. This research examined teacher related factors affecting their adoption of curiosity in selected schools in South Africa. This research is guided by the Vygotsky’s Sociocultural Theory. Within a qualitative research approach, this study adopted a multiple case study design. The sample size comprised of 15 teacher participants from 3 independent secondary schools in the Midlands area of KwaZulu Natal. Semi-structured interviews were used to collect data. Data was analyzed using thematic analysis. The findings revealed three significant teacher-related factors namely, the teachers' pedagogical approaches, their self-perception, and their personal interests and experiences. The study recommends that school leaders should prioritize professional development opportunities for teachers.

Keywords: Teacher related factors, curiosity, schools, South Africa.