<b>Teacher–Student Relationship Quality and Its Impact on Student Motivation in Secondary Schools of Karachi East</b>

The present study investigates the influence of teacher–student relationship quality on the motivational outcomes of secondary school students in Karachi East, Pakistan. Anchored in Self-Determination Theory and Social Cognitive Theory, the research explores how relational dimensions’ closeness, conflict, and dependency affect intrinsic, extrinsic, and motivation among adolescents. A quantitative survey design was employed with 150 students in Grades 9 and 10 from six public and private schools selected through convenience and simple random sampling. Data were collected using the Student Version of the Teacher–Student Relationship Inventory (S-TSRI) and the Academic Motivation Scale (AMS). Pearson correlations and simple linear regression analyses were conducted. Results revealed a moderate positive relationship between overall teacher–student relationship quality and student motivation (r = 0.544, p < .001), indicating that supportive relationships foster higher motivation. However, closeness also showed a positive association with amotivation (r = 0.883, p < .001), suggesting that over-dependence on teachers may diminish autonomy. These findings underscore the complex role of interpersonal relationships in learning motivation and highlight the need for balanced teacher warmth and autonomy-supportive instructional practices. The study recommends teacher training in communication and relationship management skills to enhance student engagement and achievement.