The Influence of Teacher-Student Relationship Quality on Academic Engagement and Learning Motivation among Secondary School Students in Ethiopia

Abstract

The quality of teacher-student relationships represents a foundational element of effective educational practice that significantly shapes student outcomes across academic, social, and emotional domains. Despite global recognition of this importance, limited empirical evidence exists from Ethiopian secondary school contexts. This study investigated the influence of teacher-student relationship quality on academic engagement and learning motivation among secondary school students in Ethiopia, examining multiple dimensions of engagement and exploring mediating pathways. Guided by Self-Determination Theory and Attachment Theory, a correlational research design was employed with a sample of 483 students (40.8% male, 59.2% female) selected through multistage stratified sampling from secondary schools in Bahir Dar City Administration. Data were collected using validated instruments measuring teacher-student relationship quality, academic engagement (cognitive, behavioural, affective), and learning motivation. Structural Equation Modelling, Pearson correlation, and regression analyses were conducted. Results revealed significant positive correlations between teacher-student relationship quality and academic engagement (r = 0.62, p < 0.01), and between teacher-student relationship quality and learning motivation (r = 0.58, p < 0.01). Teacher-student relationship quality emerged as a significant predictor of both academic engagement (β = 0.51, p < 0.001) and learning motivation (β = 0.47, p < 0.001). Academic engagement partially mediated the relationship between teacher-student relationship quality and learning motivation. Gender differences were observed, with female students reporting slightly higher relationship quality perceptions. The study concludes that positive teacher-student relationships are fundamental to fostering academic engagement and motivation in Ethiopian secondary schools, with academic engagement serving as a partial mediator in this relationship. Recommendations include integrating relational competence in teacher professional development, implementing policies that promote supportive classroom climates, and conducting longitudinal research to establish causal pathways.