The Impact of Teachers' Attitudes on the Effectiveness of Teaching with the Student in the Center

Student-Centered Teaching has become a term in everyday use among teachers. Competency-based curriculum implementation and comprehensive school change efforts in the constructivist context promote this paradigm. This climate of discussions and constructive debates has encouraged educational researchers to undertake various studies. Teachers change more slowly as they are closely tied to traditional teaching. Experience, familiarization with formative practice, assessment of work in the results of students' learning made the teachers distrustful of the new. Specifically, this paper studies the impact of teachers' attitudes on the effectiveness of student-centered teaching. Driven by the impressions during the training of primary education teachers, dilemmas were observed from their conception, belief and convictions on the effectiveness of teacher-centered learning. The conducted study sheds light on the influence of the teacher's attitude on the effectiveness of this approach. The study was based on the online survey through the Google Forms platform of 203 teachers from the schools of ZVA Durrës. Data were analyzed through the SPSS program and discussed through meta-analysis with publications in the field mainly in the last ten years. The study concluded that teachers' attitude towards student-centered learning determines the level of implementation of active learning and overcoming difficulties for its effective implementation. The more convinced the teachers are in the effectiveness of student-centered teaching, the greater their and the students' commitment will be. Other factors affecting this process are strongly influenced by this attitude. Factors such as limited time, physical environment, material base, overload, student motivation and the preparatory work itself, which in many studies are defined as barriers, are easily overcome under the influence of the teachers' positive attitude. The paper closes with some recommendations for teachers and other studies in this field. Received: 15 September 2024 / Accepted: 1 November 2024 / Published: 05 November 2024