Abstract

Compared to learner centered education models that place the learner at the center of the teaching and learning process, the learning centered education (LCE) model shifts the focus to the learning process rather than the learner. In this model, the real needs of students relating to acquiring knowledge and skills in areas of interest that maximizes their potential and achievement as well as employability in the marketplace are given greater prominence. It also includes the development of their creative and critical thinking abilities in preparation for the workplace where these skills and abilities are much sought after. This requires teachers and instructors to be able to teach and problem-solve creatively. Teachers tend to be motivated to do this if they perceive that the teaching environment is conducive for learning centered education to take place. This study plans to investigate this by studying the relationship between creative teaching and learning centered education. A systems view model of learner centered education which looks at LCE from a holistic point of view was developed and tested. Teachers’ creative teaching was then related to their perception of learning-centered education as measured using an instrument designed based on this model. These teachers were chosen via a random sampling of secondary school teachers in Malaysia. Gender differences in perception of the level of learning centered education were also explored based on the factors in LCE. Findings indicate the existence of 8 factors in learning centered education environment: Learning Process, Curriculum, Student, Principal, Policy, Parents, Employer and Community factors. There were gender differences in the perception of parents’ role where male teachers were found to communicate more with parents. Learning, Student, Policy factors were found to be significantly related to creative teaching. Based on these findings, implications and recommendations for enhancing LCE were also discussed.