Rwandan teachers’ enacted beliefs

Brandon, Rebekah
Benade, Leon
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Master of Education
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Auckland University of Technology

Pajares (1992) states that “beliefs teachers hold influence their perceptions and judgments, which, in turn, affect their behavior in the classroom” (p. 307). This thesis aims to bridge the gap that exists in the literature written on teachers’ enacted beliefs in Rwanda. From this research Non-Governmental Organisations (NGO) looking at working in Rwanda will have a clearer idea of issues Rwandan teachers face. This research based knowledge can also influence the way NGOs set up programmes in Rwanda. It will give others interested in Rwandan education a greater depth of understanding on how these beliefs affect their everyday practice. The act of carrying out this research gives value to the teachers who work in Rwanda often under trying circumstances.

This research used a case study method to describe aspects of teachers’ enacted beliefs. Of significance to case studies is the capability to look at the cases in depth, in their natural setting and with knowledge of their context. These case studies consisted of a small group of four Rwandan teachers who teach in Kibungo, Rwanda. The study is based on data drawn from individual interviews and a focus group. The data gathered were analysed to discover similarities and differences. Although not be generalizable, this research will nevertheless be able to make a specific contribution. From this research it was evident that participants believed the only involvement the community appears to be interested in is that which keeps schools and teachers accountable. Outside of school teachers are believed to be wise and are often required to sort out issues or give advice to members of the community. Many of the participants believed that they were called to be a teacher and were shaping and moulding future leaders of the community and country

Rwanda , Enacted beliefs , Teachers , Practice , Profession , Case study , Community , Teachers' work
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