Examining the Model of Academic Self-Efficacy Based on the Teacher-Student Relationship in High School Students

The aim of this study was to examine the model of academic self-efficacy based on the teacher-student relationship in high school students. The research method was mixed method (qualitative and quantitative). The statistical population of the study in the qualitative section was the university professors, school principals and education experts. The statistical population in the quantitative section was the male high school students in Hormozgan province. In the qualitative section, 100 people were selected using non-random sampling method and in the quantitative section, 384 students were selected via cluster sampling. The research instruments were the Morgan-Jenks (1999) self-efficacy questionnaire and the teacher-student relationship questionnaire developed in qualitative and quantitative phases of research. The results of qualitative and quantitative study indicated that the components of emotional ability, perceived freedom in the classroom, perceived support, communication skills, class management ability, teacher personality and class motivation were the components of the teacher-student relationship questionnaire. The results of the model study also indicated that the teacher-student relationship was a significant predictor of students' academic self-efficacy.