Beyond Compliance: Motivational Drivers and Perceived Value in Teacher Continuous Professional Development in Rwanda

Abstract

Continuous Professional Development (CPD) is essential for improving teaching effectiveness in sub-Saharan Africa, yet teacher engagement often remains superficial, driven more by compliance than meaningful involvement. This study examines the personal factors influencing primary school teachers’ engagement in CPD in Rwanda, focusing on intrinsic motivation, perceived value, contextual relevance, and socio-economic constraints. Employing a convergent parallel research design, data were collected from 200 primary school teachers across Rwanda’s 4 districts through structured questionnaires, semi-structured interviews with 34 key informants and focus group discussions. Quantitative results revealed that teachers were significantly more likely to engage in CPD when it aligned with professional goals (M=4.56, SD=0.63), offered subject-specific relevance, and encouraged peer collaboration (M=4.42, SD=0.74). However, time constraints (67.08%) and financial burdens (62.26%) emerged as major deterrents, particularly in rural settings. Qualitative findings revealed that teachers perceived CPD as most valuable when it directly impacted classroom practice, especially in STEM and multilingual teaching contexts. Rural teachers cited logistical and financial challenges, while urban teachers emphasized disengagement from overly theoretical content. The study proposes a Value-Centered Engagement Framework based on Self-Determination Theory, highlighting the importance of contextual relevance, teacher agency, and meaningful application. Findings suggest that CPD systems focused primarily on attendance and compliance may fail to produce substantive professional growth, calling for a paradigm shift toward autonomy-supportive, contextually grounded professional learning.