The influence of classroom organisation and emotional support on student motivation and learning engagement: a study of secondary schools in Cambodia

This study investigated how teacher–student interaction predicts learning motivation and academic engagement among Cambodian secondary school students, applying the teaching through interactions framework and self-determination theory in a Southeast Asian setting. Survey data were collected from 434 11th-grade students across six public schools. This study examined the roles of teacher classroom organisation, emotional support, and instructional support in shaping student intrinsic and extrinsic learning motivation, affective, behavioural, and cognitive engagement. The findings revealed strong positive relationships between all teacher–student interaction dimensions and student learning outcomes. Classroom organisation and emotional support were the main predictors across all motivation and engagement types, while instructional support influenced student behavioural engagement and, to a lesser extent, intrinsic motivation. Our findings refine the teaching through interactions framework by emphasising the critical role of classroom organisation in under-resourced educational systems. The study offers valuable insights for teacher training and education policy interventions in Cambodia.