The persistent challenge of demotivation within the realm of English as a Foreign Language (EFL) education has become a focal point for researchers, given its detrimental impact on student engagement and long-term academic achievement. Understanding the psychological antecedents of this phenomenon is critical for developing effective intervention strategies. This research specifically delves into the intricate interplay between demotivation, self-esteem, and students’ perceived English teacher support, constructing a conceptual framework to examine how various dimensions of teacher support influence demotivation through the mediating mechanism of self-esteem.

This quantitative study involved a sample of 628 senior high school students from northern China. Data were meticulously collected using validated Likert-scale questionnaires assessing three core dimensions: perceived English teacher support (emotional, instrumental, and academic), self-esteem, and demotivation. The complex structural relationships among these latent variables were examined using Structural Equation Modeling (SEM).

The findings revealed a nuanced picture of teacher influence: emotional support and instrumental support were found to significantly and indirectly reduce demotivation by bolstering students’ self-esteem. This suggests that when students feel psychologically secure and practically assisted, their self-worth increases, creating a buffer against demotivating factors. In contrast, academic support did not yield a significant effect on either self-esteem or demotivation in this specific context. These results underscore the vital importance of the affective and practical dimensions of teaching. The study concludes that fostering a supportive emotional climate and providing tangible learning tools are essential for enhancing learners’ self-esteem and, consequently, mitigating the erosion of motivation in the English language classroom.