The Impact of Professional Learning Networks on Headteacher and Teacher Intrinsic Motivation in Rwanda

This qualitative study explores how participation in Professional Learning Networks influences headteacher and teacher motivation in Rwanda. The PLNs, supported by VVOB and the Rwanda Education Board, aim to improve school leadership and teaching quality through peer learning and collaboration among headteachers.

The research, based on focus groups across six districts, uses self-determination theory to analyse changes in intrinsic motivation. Findings show that  Professional Learning Networks strengthened professional relationships, autonomy, and competence among school leaders and teachers. Headteachers reported greater confidence, collaboration, and community engagement, while teachers experienced more supportive supervision, shared decision-making, and enhanced motivation to improve learning outcomes. The study concludes that  Professional Learning Networks are an effective, low-cost model for building sustainable school leadership and teacher motivation.