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

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.