Exploring the Role of Teacher–Student Relationship in Shaping Psychological Well-Being and Academic Outcomes at the Secondary Level in Pakistan

Abstract

This study examines the influence of teacher-student relationships on students' academic performance and well-being at the secondary school level in District Bhakkar, Pakistan. The teacher-student relationship has been acknowledged as a significant factor influencing educational outcomes; however, empirical evidence in the Pakistani context, especially at the secondary level, remains scarce. The present study employs a quantitative methodology to systematically investigate the impact of differing levels of teacher-student relationships on adolescents' academic performance and psychological well-being. A total of 38 secondary schools from Tehsil Kallur Kot, under the DEO Secondary Office of Bhakkar, were chosen, showcasing a varied student demographic in terms of gender, school type, and geographical location. Standardized instruments were utilized to assess the quality of teacher-student relationships, student well-being, and academic performance, thereby ensuring validity and reliability within the local context. The results are anticipated to underscore the multifaceted character of teacher-student interactions, accentuating their academic and socio-emotional consequences. The study also looks at how socio-demographic factors like gender, location, and type of school affect the link between teacher-student interactions and student outcomes. By concentrating on the relationship between relational quality and student development, the research adds to the larger conversation about how well schools work by showing that positive, respectful, and collaborative teacher-student relationships lead to better academic performance as well as better self-esteem, motivation, and overall health.