Effect of Educational Psychology on Uncertified Pre-primary and Primary Teachers on Quality of Education in Rwanda

Abstract

According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors