What question did this study set out to answer?

The research aims to understand how motivation affects teachers' use of learner-centered pedagogy in Rwanda's 12YBE system.

February 14, 2026Open Access

Motivational Influences on Teachers' Implementation of Learner-Centered Pedagogy in Twelve-Year Basic Education Schools: Evidence from Kirehe District, Rwanda

Key Points

The research aims to understand how motivation affects teachers' use of learner-centered pedagogy in Rwanda's 12YBE system.
Utilized a mixed-methods approach including questionnaires and semi-structured interviews
Conducted classroom observations to assess LCP implementation
Guided by Self-Determination Theory and Social Cognitive Theory
Intrinsic motivation and self-efficacy positively impacted LCP adoption
Professional development and leadership support enhanced teacher motivation
Heavy workloads and limited resources negatively affected motivation

Abstract

Abstract: Learner-centered pedagogy (LCP) is a cornerstone of Rwanda’s competence-based curriculum within the Twelve-Year Basic Education (12YBE) system. However, its effective implementation largely depends on teachers’ motivation. This study examined the motivational influences shaping teachers’ adoption of learner-centered pedagogical practices in 12YBE schools in Kirehe District, Rwanda. Guided by Self-Determination Theory and Social Cognitive Theory, the study employed a mixed-methods approach involving questionnaires, semi-structured interviews, and classroom observations. Findings revealed that intrinsic motivation, teacher self-efficacy, professional development opportunities, leadership support, and recognition significantly influenced teachers’ implementation of LCP. Conversely, heavy workloads, limited instructional resources, and large class sizes undermined motivation. The study concludes that sustained motivational support is essential for translating curriculum reforms into classroom practice. It recommends strengthening continuous professional development, enhancing school leadership support, and improving teaching conditions to foster effective learner-centered instruction. Keywords: Learner-centered pedagogy; Teacher motivation; Twelve-Year Basic Education; Self-efficacy; Rwanda. Title: Motivational Influences on Teachers’ Implementation of Learner-Centered Pedagogy in Twelve-Year Basic Education Schools: Evidence from Kirehe District, Rwanda Author: Enock Panganayi Mawuye, Mariane Uwamariya International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 14, Issue 1, January 2026 - March 2026 Page No: 104-111 Research Publish Journals Website: www.researchpublish.com Published Date: 09-February-2026 DOI: https://doi.org/10.5281/zenodo.18537682 Paper Download Link (Source) https://www.researchpublish.com/papers/motivational-influences-on-teachers-implementation-of-learner-centered-pedagogy-in-twelve-year-basic-education-schools-evidence-from-kirehe-district-rwanda

Motivational Influences on Teachers' Implementation of Learner-Centered Pedagogy in Twelve-Year Basic Education Schools: Evidence from Kirehe District, Rwanda

Key Points

Abstract

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