The Influence of Teacher Motivation on the Implementation of Active Learning in Early Childhood Education: A Study from Kabale District, Uganda

Active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher motivation on the use of active learning strategies in pre-primary schools in Kabale District, Uganda. Teacher motivation was assessed through intrinsic and extrinsic motivation. A correlational research design, guided by Herzberg’s Two-Factor Theory, was adopted for the study to gather the information on the state of teacher motivation and its influence on active learning. Data were gathered quantitatively from 250 teachers through a self-administered questionnaire. The analysis relied on descriptive statistics, correlation techniques, and regression procedures. Findings indicated that while overall teacher motivation was rated high, active learning implementation remained moderate. Regression analysis revealed that both intrinsic and extrinsic motivation had a positive and statistically significant influence on active learning. The study concludes that both intrinsic and extrinsic motivation are crucial drivers of active learning in pre-primary schools. It recommends that stakeholders should strengthen pre-service and in-service teacher development by promoting reflection, collaboration, autonomy, and appropriate incentives to improve active learning. School leaders should cultivate supportive environments that encourage instructional innovation, and teacher education institutions should integrate motivational strategies into professional training. District education offices should provide regular observations and feedback to teachers. Keywords : Active learning, Motivation, Intrinsic, Extrinsic. DOI: 10.7176/JEP/17-1-03 Publication date: January 30th 2026