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

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