Exploration of Societal Considerations about Rwandan Mathematics Teachers’ Behaviours

Abstract

There are various myths and perceptions about teachers‟ behaviours in popular culture, whereby some of these behaviours positively or negatively affect learners‟ emotions and decision making. We carried out the present study in Rwanda and employed 79 people of different educational levels and nationalities including pupils, students, bicyclists, motorists and vendors, who were purposively, randomly, and conveniently selected, to explore mathematics teachers‟ behaviours. The study‟s findings put out that in Rwandan society, like in other societies within the region, perceive mathematics teacher as someone with particular behaviours such as being harsh, good at managing time, and with high alcoholic drinks consumption habits, among other attributes. However, compared to the ancient and current mathematics teachers, a significant change has escalated so that today's mathematics teachers are not different from their fellow teachers in terms of their behaviours. The study recommends that teachers should behave responsibly to stimulate their learners.

Keywords: mathematics teachers‟ behaviours, myths and perceptions, societal considerations