Teacher–Student Interaction and Learning Motivation among Secondary School Students: Evidence from Pakistan

Abstract

Teacher–student interaction plays a pivotal role in shaping students' academic engagement and motivation, particularly during secondary education. This study examined the relationship between teacher–student interaction and students' learning motivation in secondary schools in Lahore, Pakistan. A quantitative, descriptive correlational research design was employed. The study sample comprised 400 Grade 9 and 10 students selected through multistage stratified random sampling from two public and two private secondary schools. Data were collected using adapted versions of the Teacher–Student Relationship Scale (TSRS) and the Student Learning Motivation Scale (SLMS), both employing a five-point Likert scale. Descriptive statistics, Pearson's correlation, linear regression, and independent-samples t-tests were used to analyze the data.The findings indicated that students generally perceived teacher–student interaction positively, with classroom communication receiving the highest ratings, whereas teacher feedback and guidance emerged as the weakest dimension. Students also reported a high level of learning motivation, particularly in terms of academic effort. Pearson's correlation analysis revealed a moderate, positive, and statistically significant relationship between teacher–student interaction and learning motivation. Regression analysis further demonstrated that teacher–student interaction significantly predicted students' learning motivation. Additionally, significant differences were observed across gender and school sector, with female students and those enrolled in private schools reporting higher levels of learning motivation than their counterparts.The study concludes that supportive teacher–student interaction, characterized by effective communication, teacher care, constructive feedback, and a positive classroom environment, is an important determinant of students' learning motivation. The findings highlight the need for professional development initiatives that strengthen teachers' interpersonal and instructional competencies to foster motivating learning environments in secondary schools.