Pedagogies of Care and Power: Reconfiguring School Effectiveness through Teacher–Student Relationships in Public Secondary Schools of Kabwe District, Zambia

This study explored how teacher–student relationships contribute to student engagement and the understanding of school effectiveness in public secondary schools in Kabwe District, Zambia, focusing on care, authority, and power in everyday pedagogical interactions. A qualitative research design was employed in six selected public secondary schools. Data were collected through semi-structured interviews with 60 purposively selected participants, comprising 36 teachers and 24 students, and analysed thematically using the ethics of care, relational theory in education, and perspectives on power as analytical lenses. Four themes emerged: care as emotional support and academic guidance; discipline as both protection and control; teacher authority, learner agency, and relational power; and institutional constraints affecting teacher–student relationships. The findings highlighted the importance of encouragement, academic assistance, emotional support, and classroom management in teacher–student interactions. However, disciplinary practices and teacher authority were experienced differently, with varying opportunities for learner participation and expression. Large classes, inadequate teaching and learning resources, heavy workloads, and time constraints further limited individualised support. The study concludes that teacher–student relationships offer an important relational perspective for understanding school effectiveness beyond conventional indicators such as examination results, teacher qualifications, and resource availability. It highlights the value of care, respectful interactions, balanced authority, learner participation, and institutional support in shaping educational experiences, while recognising that the findings reflect participants’ perceptions rather than direct causal effects.