Kauna: Enhancing the Teacher-Student Relationship Through Indigenous Character-Based Professional Development

Abstract

Inequalities in educational outcomes are endemic in Nigeria, partly because only a minority of early childhood educators receive specific training in early childhood education. Given the importance of the teacher-student relationship in young children’s learning and development, a culturally relevant character-based professional development program, Kauna, was developed with the goal of improving the teacher-student relationship. Using an experimental design, 55 educators from pre-primary (kindergarten) through primary 2 were randomly assigned to Kauna or a status-quo control group. The treatment group completed three modules on the character strengths of love, social intelligence, and teamwork through indigenous character education activities. The dependent variable of character was measured through a self-report questionnaire, while a structured observation measured the teacher-student relationship. Posttest data were collected immediately after treatment and three months after treatment. Results found a significant effect of Kauna on all three character strengths at both posttest and delayed posttest with small to moderate effect sizes. The effect of Kauna on the teacher-student relationship was significant for improving sensitivity but not for reducing harshness. This study demonstrates the importance of integrating culturally relevant practices into professional development for educators and the role of character in professional development for educators.