• Logic Magwa

  Author

The study sought to examine power dynamics that are used regularly in secondary
schools by teachers and the relationship between teacher power use and academic achievement.
This study adopted the descriptive survey design which employs qualitative approach. A sample
size of 35 subjects was drawn. Questionnaire, interview and focus group discussion methods
were used to collect data from respondents. It was found that pupil learning suffers due to
oppressive and restrictive power atmospheres in secondary schools. Findings of the study further
revealed that, shifting of power in favour of pupils is a strategy for pupil achievement. This study
recommends a reciprocal power relationship with pupils in the classroom, in which pupils and
teachers share control of the learning environment and that teachers should employ a number of
strategies that help pupils to gain power in the classroom.

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