There had been the competitive life of learners, leading them to engage in cheating on schools’ examinations because, examination was the only way of testing and evaluating the students’ performance. The study was guided by critical Theory, student development theory and motivated cheating theory. The study employed the mixed method approach and was conducted using a cross- sectional survey design. Questionnaire, interview and self observation were used to collect data. The sample was selected using both the simple probability and non- probability sampling. Data was collected from 10 public secondary schools, where 10 head masters, 167 teachers, 19 ward coordinators and 9 education officers were respondents. Data was analyzed using numbers, tables and figures. However, observation and questionnaire were thematically analyzed. Social Science version 20 was used to test the hypothesis. It was found out that psychosocial support development and change in Tanzania may be highly attributed to how cheating in examinations was practiced, rated and how impacted the country’s educational development change. It was concluded that, psychosocial support is important factor in educational development and change. It was recommended that, policy decision makers might facilitate a process where adequate psychosocial support delivery for good educational achievement and change might be established to avoid cheating in examinations, and through regular review of various studies. Key Words: Educational development, psychosocial support, cheating in examinations and perception.