Effects of Motivational Factors on Teachers’ Performance in Twelve years Basic Education in Rwanda

Abstract

Background: Effective educational development is essential for national economic growth, as productivity is closely linked to education. Access to basic education increases enrolment rates, while tertiary education enhances teacher motivation, crucial for achieving institutional goals. In Rwanda, the 2008 Education Sector Policy aims to improve teacher training and working conditions, highlighting the importance of motivated educators for effective learning environments. This study examined the impact of motivational factors on job performance in the twelve years of basic education in Ngororero District, Rwanda. Methods: Descriptive survey and correlation research designs were employed. Stratified and purposive sampling techniques were used; targeting a population of 212 respondents, with a sample size of 146 calculated using the Yamane formula. Data were collected through questionnaires and interviews, and analysed using descriptive statistics and thematic approaches with the help of SPSS 24. Results: The findings indicated that provision of meals at school was the highest extrinsic motivational factor (mean = 3.18, SD = 1.08), while extra teaching allowances scored lower (mean = 2.02, SD = 0.95). Teacher awareness of task fulfilment emerged as the highest intrinsic motivational factor (mean = 3.94, SD = 1.09). An average of 87.58% of teachers agreed on their performance, with effective course management scoring high (mean = 4.1, SD = 0.80). A significant positive correlation was found between intrinsic (r = .805) and extrinsic motivation (r = .764) with teachers’ performance. Conclusion: The study recommends that MINEDUC provide sufficient technical teaching materials in Twelve Years’ Basic Education in Ngororero District, as teachers’ performance may vary with changes in their working experience.