Advancing Relational Pedagogy: Transformative Approaches to Strengthen Teacher-Student Relationships in Secondary Schools in Ubungo Municipality, Tanzania
DOI:
https://doi.org/10.59645/abr.v17i2.591Keywords:
Relational Pedagogy, Teacher-Student Relationships, Student Engagement, Secondary Education, Classroom ManagementAbstract
This study examined the role of relational pedagogy in shaping teaching and learning in secondary schools within Ubungo Municipality, Tanzania. Guided by Noddings’ Care Theory (1984, further elaborated in 2002 and 2005), the research explored how caring teacher-student relationships influence classroom interactions, discipline, and student engagement. A qualitative research design was employed, using in-depth interviews with teachers and heads of schools, focus group discussions with students, and classroom observations. Data were analyzed thematically to capture recurring patterns and insights. Findings revealed that relational pedagogy contributes to conflict resolution, fosters positive learning environments, reinforces constructive behaviors, and promotes skill acquisition through both classroom practices and extracurricular activities. However, challenges such as punitive disciplinary practices and dismissive responses to student questions hindered effective relational engagement. The study concludes that relational pedagogy enhances student participation, motivation, and confidence when applied effectively, while unsupportive teacher behaviours diminish its impact. It is recommended that schools strengthen professional development for teachers on relational practices, adopt supportive disciplinary approaches, and establish policies that encourage positive teacher-student interactions.
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