Relationship between Classroom Environment and Students’ Motivation with Mediating Effect of Teachers’ Leadership

Abstract

This study investigates the relationship between classroom environment and students’ motivation, with a specific focus on the mediating effect of teacher leadership, using a structural analytical approach. Drawing on a sample of 500 participants (435 students and 49 teachers) from public and private universities in Lahore, data were collected through a structured questionnaire measuring three core constructs: classroom environment, student motivation, and teacher leadership. Quantitative methods, including descriptive statistics, t-tests, ANOVA, correlation, and regression analyses, were employed. Results revealed strong, statistically significant positive correlations between all three variables, with teacher leadership emerging as a significant mediator. Regression analyses demonstrated that classroom environment positively predicts student motivation (β = 0.603, p < .01), and teacher leadership significantly predicts classroom environment (β = 0.603, p < .01). Gender and departmental comparisons showed minimal differences, while ANOVA indicated a statistically significant variation in perceptions of teacher leadership across institutions. These findings highlight the critical role of teacher leadership in fostering a motivating and supportive classroom environment, offering valuable implications for educational policy, teacher training, and classroom management practices aimed at enhancing student engagement and academic outcomes.