The Impact of Teacher-Student Relationship on Student Well-Being and Learning Outcomes at the Secondary Level

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. A total of 38 secondary schools from Tehsil KallurKot, 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. 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. The importance of this study is that it is relevant to the context, giving policymakers, school leaders, and teachers in Pakistan ideas for how to improve teaching methods that focus on building relationships. The findings will provide a basis for formulating intervention strategies designed to enhance student learning environments, thereby fostering improved educational quality and comprehensive student development.