IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v9y2019i1p2158244018823467.html
   My bibliography  Save this article

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

Author

Listed:
  • Alfred Otara
  • Alphonse Uworwabayeho
  • Wenceslas Nzabalirwa
  • Beata Kayisenga

Abstract

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.

Suggested Citation

  • Alfred Otara & Alphonse Uworwabayeho & Wenceslas Nzabalirwa & Beata Kayisenga, 2019. "From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda," SAGE Open, , vol. 9(1), pages 21582440188, January.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:1:p:2158244018823467
    DOI: 10.1177/2158244018823467
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244018823467
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244018823467?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Carolin Kreber & Patricia A. Cranton, 2000. "Exploring the Scholarship of Teaching," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(4), pages 476-495, July.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Sophia D’Angelo & Rachel Marcus & Ernest Ngabonzima, 2022. "Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls: Special Issue Youth & Adolescent Skills Development: Preparing young people for diverse gl," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Russell Craig & Joel Amernic, 2002. "Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues," Accounting Education, Taylor & Francis Journals, vol. 11(2), pages 121-171.
    2. N Chithra, 2021. "A Study on the Effectiveness of Competency Mapping in Enhancing Organizational Excellence with Special Reference to Salem Steel Plant in Salem District of Tamilnadu," Shanlax International Journal of Economics, Shanlax Journals, vol. 9(3), pages 40-44, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:9:y:2019:i:1:p:2158244018823467. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.