Teacher–Student Relationship Quality and Its Impact on Student Motivation in Secondary Schools of Karachi East

Abstract

The present study investigates the influence of teacher–student relationship quality on the motivational outcomes of secondary school students in Karachi East, Pakistan. Anchored in Self-Determination Theory and Social Cognitive Theory, the research explores how relational dimensions’ closeness, conflict, and dependency affect intrinsic, extrinsic, and motivation among adolescents. A quantitative survey design was employed with 150 students in Grades 9 and 10 from six public and private schools selected through convenience and simple random sampling. Data were collected using the Student Version of the Teacher–Student Relationship Inventory (S-TSRI) and the Academic Motivation Scale (AMS). Pearson correlations and simple linear regression analyses were conducted. Results revealed a moderate positive relationship between overall teacher–student relationship quality and student motivation (r = 0.544, p < .001), indicating that supportive relationships foster higher motivation. However, closeness also showed a positive association with amotivation (r = 0.883, p < .001), suggesting that over-dependence on teachers may diminish autonomy. These findings underscore the complex role of interpersonal relationships in learning motivation and highlight the need for balanced teacher warmth and autonomy-supportive instructional practices. The study recommends teacher training in communication and relationship management skills to enhance student engagement and achievement.