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rated with “sometimes” or “never” (Deehen et al., 2019). Furthermore, more support
provided to teachers will increase their engagement and success in student-centered
instruction, leading to reciprocal learning among the teacher and students (Woods &
Copur-Gencturk, 2024).
Teaching is a complex and ever-evolving field, requiring an understanding of
evidence-based practices and content knowledge. This study highlights teachers’
perceptions on the benefits of and their success in implementing these teaching
styles in their classrooms. The findings provide valuable insights not only for present
and future educators in the implementation of student-centered instruction but also
for administrators in the alignment of evaluation and support for student-centered
instruction.

Limitations and Future Directions
Although the study provides valuable insights, it is essential to acknowledge
its limitations. As it was conducted in a single rural site, the findings may not be
generalizable to other settings. Additionally, the reliance on self-reported data
about classroom performance introduces potential
biases. Furthermore, the lack of statistical correlations
limits the depth of analysis. Moving forward, future
research efforts could benefit from a comparative Additional support and
classroom approach, which would allow for a more
robust examination of teaching styles and their impact training could increase
on student outcomes. This approach could involve teachers’ implementation
comparing student achievement levels in classrooms
with predominantly student-centered versus teacher- of active, hands-on
centered instruction. Additionally, future studies could
explore innovative research methodologies to enhance learning...
the depth and breadth of understanding regarding
teaching styles and their effects on student learning.

References
Arya, P., Christ, T., & Chiu, M. (2016). Video use in teacher education: A survey of teacher-
educators’ practice across disciplines. Journal of Computing in Higher Education, 28,
261–300.

Check, J., & Schutt, R. K. (2012). Survey research. In J. Check & R. K. Schutt (Eds), Research
Methods in Education (pp. 159–185). Sage.

Deehan, J., McKinnon, D. H., & Danaia, L. (2019). A long-term investigation of the science
teaching efficacy beliefs of multiple cohorts of preservice elementary teachers. Journal of
Science Teacher Education, 30(8), 923–945. https://doi.org/10.1080/1046560X.2019
.1672377

Ghazal, R., Harris, C., McCann, E., & Neeley, A. (2016–2017). Texas Rural Schools Spotlight
Report. TEA.

Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning
environments: Research, theory, and practice. In M. Spector, M. D. Merrill, J.
van Merrienboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational
Communications and Technology (pp. 641–651). Springer.
Krogh, S. L., & Morehouse, P. (2014). The early childhood curriculum: Inquiry learning through
integration. Routledge.

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