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
