Students' perceptions and experiences of teachers’ relatedness support in Tanzania lower secondary schools: Implications for learning

Teacher-student relationships play a crucial role in students' learning as learning is inherently a social process. Drawing on Self-Determination Theory (SDT), this study explored students' perspectives on and experiences with teachers' relatedness support in enhancing their learning. The study employed a qualitative interpretive descriptive approach. Data were collected through focus group discussions with twenty-eight (N = 28) students from four secondary schools in Iringa Municipality and were analysed thematically. Findings revealed inadequate teachers' relatedness support, characterised by a limited understanding of students' behaviours and individual needs, unresponsiveness, favouritism, harassment, and breaches of confidentiality of students' issues. Consistent with SDT, an unfulfilled need for relatedness undermined students' general well-being, resulting in reduced interest in school, decreased motivation and engagement in learning, absenteeism, and school dropout. The study recommends strengthening teachers' relational competencies, responsiveness and safe school environments to foster students’ well-being and effective learning.