Teacher-Student Relationships and Engagement Strategies on Teenage Mothers' Learning in Non-Formal Secondary Education

The Case of Tanzania

Abstract

This study examined the influence of teacher–student relationships and engagement strategies on the learning of teenage mothers in NFSE settings in Tanzania. A mixed-methods approach was adopted, combining questionnaire data from 197 teenage mothers and 91 teachers with semi-structured interviews from six selected NFSE centres. The data were analysed descriptively and thematically. The findings revealed that positive teacher–student relationships, characterised by respect, open dialogue, and emotional support, significantly enhance teenage mothers’ engagement and participation. However, despite teachers’ awareness of learners’ low motivation and unique challenges, there is limited implementation of individualised support, mentoring, and structured engagement strategies. The study contributes to existing knowledge by demonstrating the critical role of relational and pedagogical practices in improving educational participation among teenage mothers in NFSE contexts. It recommends targeted professional development for teachers, strengthened institutional support systems, and improved policy frameworks that promote inclusive education and quality education or sustainable conditions for young mothers.