From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda

Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim...

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Main Authors: Alfred Otara, Alphonse Uworwabayeho, Wenceslas Nzabalirwa, Beata Kayisenga
Format: Article
Language:English
Published: SAGE Publishing 2019-01-01
Series:SAGE Open
Online Access:https://doi.org/10.1177/2158244018823467
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spelling doaj-25b3a98c47614075a4eda710acd7798a2020-11-25T03:40:31ZengSAGE PublishingSAGE Open2158-24402019-01-01910.1177/2158244018823467From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in RwandaAlfred Otara0Alphonse Uworwabayeho1Wenceslas Nzabalirwa2Beata Kayisenga3Rongo University, KenyaUniversity of Rwanda, Kigali, RwandaUniversity of Rwanda, Kigali, RwandaUniversity of Rwanda, Kigali, RwandaLearner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.https://doi.org/10.1177/2158244018823467
collection DOAJ
language English
format Article
sources DOAJ
author Alfred Otara
Alphonse Uworwabayeho
Wenceslas Nzabalirwa
Beata Kayisenga
spellingShingle Alfred Otara
Alphonse Uworwabayeho
Wenceslas Nzabalirwa
Beata Kayisenga
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
SAGE Open
author_facet Alfred Otara
Alphonse Uworwabayeho
Wenceslas Nzabalirwa
Beata Kayisenga
author_sort Alfred Otara
title From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
title_short From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
title_full From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
title_fullStr From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
title_full_unstemmed From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
title_sort from ambition to practice: an analysis of teachers’ attitude toward learner-centered pedagogy in public primary schools in rwanda
publisher SAGE Publishing
series SAGE Open
issn 2158-2440
publishDate 2019-01-01
description Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.
url https://doi.org/10.1177/2158244018823467
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