Factors Impacting Kigali, Rwanda Pre-School Teachers' Attitude towards Teacher-Centred and Child-Centred Teaching Methods

Abstract

Purpose: This study looked at the variables that affect pre-school teachers' perceptions of teacher- and child-centered instruction in Kigali. Methodology: This study used survey and observation research techniques in an ex post facto descriptive methodology. A questionnaire with three sections served as the primary tool. The data were analyzed using T-test and Spearman Rho Correlation Matrix. Findings: The findings showed that teacher-centered and child-centered teaching strategies are the two main approaches adopted by preschool instructors. The academic degree of the instructor has an impact on the teaching methods she chooses, with highly educated teachers favoring child-centered approaches to instruction. The findings also shown that teachers' attitudes shift from being teacher-centered to being child-centered as their ages increase. Conclusion: Less tax compliance is observed during trainings, which influences pre-school teachers' views on the shift from a teacher-centered to a child-centered teaching approach. Recommendation: It is obvious that appropriate techniques should be employed to raise kids who are curious, self-reliant, emotionally mature, and capable of making good decisions. At the preschool level, child-centered instruction is the suggested teaching strategy.