The Impact of Teacher-Student Relationship on Students’ Self-Efficacy: Study Based on the Secondary Schools in Colombo Education Zone

S. Athirathan
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S. Athirathan: Social Science Education, Faculty of Education, University of Colombo, Sri Lanka

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 4125-4135

Abstract: This study explores the influence of teacher-student relationships on students’ self-efficacy within secondary schools in the Colombo Education Zone. Recognizing the critical role that positive interpersonal dynamics play in academic and personal development, the research investigates how the quality of these relationships can enhance students’ beliefs in their capabilities to succeed. This study employs a quantitative, correlational research design to examine the relationship between teacher-student relationships and learners’ self-efficacy. The design allows for the measurement of the strength and direction of the association between these variables. The sample will consist of 200 students and 50 teachers enrolled in Participants were selected using stratified random sampling technique to ensure representation across different grades/years, genders, and backgrounds from Colombo Education Zone. Findings indicate a significant positive correlation between the strength of teacher-student relationships and students’ self-efficacy beliefs. Students who reported higher levels of trust, support, and positive communication with their teachers demonstrated greater confidence in their academic abilities and were more motivated to overcome challenges. Conversely, strained or distant relationships were associated with lower self-efficacy, leading to decreased motivation and engagement. The study highlights that teachers’ interpersonal skills, empathy, and classroom support are critical factors in fostering an environment conducive to self-belief. The implications of this research underscore the importance of professional development programs focused on relationship-building skills for teachers. Schools should prioritize creating supportive environments that promote positive interactions, thereby enhancing students’ self-efficacy and overall academic success. The findings contribute to the existing literature by emphasizing the pivotal role of teacher-student rapport in shaping students’ self-perceptions and motivation. Future research could explore longitudinal effects and intervention strategies to strengthen these relationships further. Ultimately, fostering strong, supportive teacher-student bonds can serve as a vital lever in improving educational outcomes within the secondary school context in Colombo and beyond.

Date: 2025
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