Montessori Classroom Design and Development of Self Directed Learning Behaviour in Private Pre Primary Schools

Abstract

The study’s objective was to assess the influence of Montessori Classroom design on development of self-directed learning behavior in private pre-primary schools in Mwanza city. The study was guided by the self‑determination theory developed by Deci & Ryan, which emphasizes autonomy, competence and relatedness, the research explores how key elements of the Montessori approach foster self‑directed learning. The study employed a qualitative research approach where an intrinsic case‐study design was used. Moreover, the study targeted a population of 240 individuals and purposively sampled 30 participants (3 school managers, 3 head teachers, 24 classroom teachers). Data were collected through interviews, classroom observations and document analysis. All aspects of trustworthiness in qualitative research were considered. The data were analyzed and presented through thematic analysis. The findings revealed that a well-prepared Montessori environment with accessible manipulative, choice opportunities, orderly layout and a facilitative teacher role, significantly contributes to the development of learners; autonomy, competence, relatedness and intrinsic motivation which all of them are key aspects of self-directed learning behavior. The study concluded that when properly implemented, Montessori pedagogy holds substantial potential to nurture self‑directed learning in early childhood settings. Thus, the study recommended that pre-primary schools should adopt Montessori-inspired classroom designs that promote self-directed learning by creating child-centered, well-organized and aesthetically appealing environments. Additionally, teachers should receive training on maintaining and adapting these environments to effectively nurture autonomy, decision-making and intrinsic motivation and a sense of responsibility among learners.