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This quantitative study investigates the influence of teacher empathy and motivation on student academic achievement, with a focus on the mediating role of students' sense of school belongingness in secondary schools in Punjab, Pakistan. The research employs a survey methodology, gathering data from 778 secondary school teachers to explore how these teacher traits directly impact student outcomes and how the school environment potentially mediates such effects. Results from structural model analysis using Smart-PLS4 indicate that teacher empathy and motivation directly enhance student academic achievement. However, when mediated by the sense of school belongingness, the effects, while still positive, appear less potent. As a result, direct teacher-student interactions have a greater impact on student outcomes than broader educational environments. In addition to pointing out the important role of teacher behaviors in educational success, these findings suggest that enhancing teacher empathy and motivation may be more effective than improving school environments alone. Study implications extend beyond the immediate educational setting, offering insights into effective strategies for teacher development and student engagement. To validate these findings further and explore additional mediating factors, future research should consider broader demographic variables and include objective measures.
Sarwer et al. (Wed,) studied this question.