IMPACT OF TEACHER STUDENT RELATIONSHIP ON STUDENTS' WELLBEING AND LEARNING OUTCOMES AT SECONDARY LEVEL AT DISTRICT RAWALPINDI

Abstract

The present study investigates the impact of student-teacher relationships on student well-being and learning outcomes at the secondary school level in Tehsil Rawalpindi and Gujjar Khan, District Rawalpindi. Recognizing the pivotal role of the teacher-student bond in shaping academic and emotional development, this research aims to examine various dimensions of the relationship such as emotional support; respect, motivation, and academic guidance correlate with students' psychological well-being and academic performance. The study adopted a quantitative research design supplemented by qualitative insights. A total sample of 700 respondents (350 students and 350 teachers) was selected through multi-stage sampling. Proportionate stratified random sampling was used to select schools, and convenience sampling was applied within those institutions. Data were collected through two separate Likert-scale semi-structured questionnaires one for students and one for teachers along with an open-ended question to capture nuanced perceptions and analyzed through SPSS-25. The quantitative data were analyzed using descriptive statistics, reliability analysis, exploratory factor analysis (EFA), t-tests, correlation, and regression analysis. Additionally, thematic analysis was applied to qualitative responses, identifying recurring themes such as Emotional Connection, Mutual Respect, Academic Support, and Teacher Motivation. The study is expected to reveal that a strong, respectful, and emotionally supportive teacher-student relationship significantly contributes to student well-being and enhances academic performance. The findings are anticipated to offer practical implications for educational policy-makers, school administrators, and teachers aiming to foster positive educational environments. This research contributes to the broader discourse on educational psychology and student development by providing empirical evidence from a rural Pakistani context, where such relational dynamics are underexplored. Overall, the study underscores the importance of nurturing teacher-student interactions as a means to promote both emotional health and academic excellence among secondary school learners.