Ignatian Pedagogical Paradigm: How Teachers' Consideration of Students' Context Contributes to Holistic Education in Private Secondary Schools in Kigali City, Rwanda

Abstract

The main thrust of this study emphasizes on the role of private partnership in education in the provision of holistic education and in ensuring quality living of students by the provision of holistic education through the use of Ignatian Pedagogical Paradigm (IPP). The research sought to find out ways in which teachers' consideration of students' context influences holistic education in private secondary schools in Kigali City, Rwanda. The study adopted a mixed method approach, combining a cross-sectional design and a collective case study. A sample of 132 participants, comprising of students, teachers and head teachers were selected using purposive, stratified and simple random sampling techniques. Data were collected using a document analysis guide, questionnaire, interview guide, and an observation checklist. Quantitative data were analyzed statistically and a t-test was used to compare a school that has adopted IPP and that which had not adopted IPP. Qualitative data were analyzed descriptively and presented in narrative form. Results indicated that there was a significant difference in respondents' ratings between a school run on IPP and a school that had not adopted IPP with regard to the consideration of students' contexts and the level of holistic education. Thus, the study concluded, a school that adopted IPP offered more opportunities for holistic growth of students than a school which had not. The consideration of the students' context in the teaching and learning process contributes to holistic education through improvement in teacher-student communication, building of confidence and trust, and collaboration. It was recommended that the government, schools, teachers, and parents adopt IPP and its principles in the interest of holistic growth of students.