Abstract: This study explores the impact of teacher motivation on the effectiveness of remedial programs in public primary schools in Nyagatare District, Rwanda. While remedial education is vital in addressing gaps in literacy and numeracy, its success is largely dependent on the motivation of teachers. This research uses a qualitative approach, focusing on both intrinsic factors (such as professional satisfaction and a sense of duty) and extrinsic factors (like workload, incentives, and recognition) that influence teacher motivation. The study reveals that motivated teachers tend to employ more creative and engaging teaching strategies, leading to better student outcomes. However, external challenges such as insufficient compensation, large class sizes, and lack of resources are significant barriers to motivation. The findings suggest that addressing these challenges through clear guidelines, better resources, and enhanced teacher recognition can improve both teacher motivation and the success of remedial programs. The study's outcomes align with Rwanda’s Vision 2050, the National Strategy for Transformation (NST2), and Sustainable Development Goal 4 (SDG 4), all of which emphasise the importance of quality education and teacher well-being. The study offers valuable insights for policymakers, school leaders, and educators, highlighting strategies to enhance teacher motivation and ensure the long-term success of remedial education in Rwanda.
Keywords: Teacher motivation, Remedial programs, Educational effectiveness.
Title: Exploring Teacher Motivation and Its Influence on the Effectiveness of Remedial Programs: A Qualitative Case of Public Primary schools in Nyagatare District, Rwanda
Author: Mr. Pierre Chrisologue IMANISHIMWE, Prof. XIE Shu, Mr. Florien UWIZEYIMANA, Ms. Delphine NYIRIJAMBO
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 268-276
Research Publish Journals
Website: www.researchpublish.com
Published Date: 29-October-2025
