Advancing Physics Education in Junior Secondary Classes: A Self-Determination Theory Analysis of Stakeholder Perspectives in Jaffna District, Sri Lanka

Establishing academic rigor through a transparent methodological framework is essential for validating the complexities of educational reform. This study investigates the perspectives of key educational stakeholders on improving physics education within junior secondary classes in the Jaffna District, Sri Lanka. Adopting a qualitative research design rooted in Interpretive Phenomenology, the research explores the alignment between instructional practices and the psychological nutriments of the learner. A purposive sample of 25 stakeholders comprising 3 Science In-Service Advisors (ISAs), 8 School Principals, 10 Parents, and 4 out of 5 Zonal Directors of Education (ZEs) provided a comprehensive view of the regional educational landscape. Data were collected via semi-structured interviews and focus group discussion utilizing the Autonomy supportive instructional practices as a guiding protocol and analyzed through Reflexive Thematic Analysis at a semantic level. The findings reveal a pervasive "controlling" environment driven by systemic exam-oriented pressures, which thwarts students' basic psychological needs for autonomy and competence. The study highlights an urgent need for professional development in autonomy-supportive pedagogy to transition from a culture of compliance to one of scientific curiosity.