Abstract
This study investigates the extent to which the intrinsic motivation levels and environmental-based external constraints of intrinsic motivation of secondary school teachers in Rwanda (n = 91) are related to the achievement levels of their students in mathematics (n = 2,828). Employing hierarchical linear modeling, findings revealed that intrinsic motivation associated with the teaching profession is positively related to student outcomes, while environmental-based external constraints is negatively related. These findings highlight the complex dynamics of teacher motivation and its critical role in educational achievement, suggesting that enhancing teacher motivation and alleviating environmental constraints might improve student learning outcomes in Rwanda.