A Study on Teachers’ Use of Student-Centered Teaching Approach at the Faculty of Education, Champasack University

Abstract

This research aims to study the current state of student-centered teaching practices among teachers at the Faculty of Education, Champasak University, and to compare the perceptions of administrators and teachers regarding these teaching practices. The sample consisted of 10 administrators and 61 teachers during the 2024–2025 academic year. The research instrument used for data collection was a questionnaire. The statistical methods employed for data analysis included percentage, mean, standard deviation, and t-test for mean comparison. The findings revealed that, according to the perceptions of both administrators and teachers, the overall state of student-centered teaching at the Faculty of Education, Champasak University, was at a high level in all aspects—namely, institutional readiness, teacher development, promotion of student-centered learning, and learning-oriented assessment. However, the aspect of teaching and learning evaluation was found to be at a moderate level (µ = 3.60; σ = 0.68). Furthermore, there was no significant difference between the perceptions of administrators and teachers regarding the state of student-centered teaching.