Power Of Relational Pedagogy in Transforming Learning Experiences in Secondary Schools in Ubungo Municipality, Tanzania
Keywords:
Relational Pedagogy, Teacher-Student Relationships, Student Engagement, Secondary Education, Learning EnvironmentAbstract
This study examined the role of relational pedagogy in shaping teaching and learning practices in secondary schools within Ubungo Municipality, Tanzania. Guided by Noddings’ Care Theory, which emphasises the significance of empathy, care, and trust in teacher-student interactions, the study sought to explore how relational pedagogy influences student engagement, discipline, and skill acquisition. A qualitative multiple case study design was employed, using in-depth interviews with teachers and school heads, focus group discussions with students, and classroom observations. Findings revealed that relational pedagogy enhances conflict resolution, fosters a positive learning environment, improves classroom participation through positive reinforcement, and supports the acquisition of communication and problem-solving skills. Teachers who balanced discipline with care and supported students beyond academics strengthened trust and motivation, while punitive practices and dismissive attitudes toward student questions discouraged participation. The study concludes that relational pedagogy contributes to effective teaching and learning by creating supportive and inclusive classrooms. It recommends that teachers adopt caring and responsive strategies, school administrators reinforce relational practices through training and policies, and future research further examine how relational pedagogy can be institutionalised across Tanzanian schools.
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