Teacher agency in the context of pedagogical reform in Rwanda

Abstract

Learner-centred pedagogy (LCP) has been adopted in many low- and middle-income countries, including Rwanda, to enhance education quality. However, studies on educational reform often overlook teacher agency. This paper addresses that gap by examining primary and secondary teachers’ agency in Rwanda’s pedagogical reform. Findings show that all teachers believed in LCP and their capacity to implement it. Social and organizational structures in secondary schools were more supportive of agency than in primary schools. The study highlights the critical role of teacher agency in shaping the success or failure of educational reform initiatives.