The rapid advancement of Information and Communication Technology (ICT) and Artificial Intelligence (AI) has brought significant changes to education systems. While teachers utilize technological resources to enhance learning experiences and classroom communication, a gap remains between the theoretical recognition of digital tools as contributors to effective teaching and their actual implementation in pedagogical practice.

The present study aimed to examine the contribution of homeroom teachers’ self-efficacy in digital teaching and learning technologies to the quality of their relationships with students across three societal groups in Israel: Jewish, Arab, and Druze. This quantitative study utilized a validated questionnaire, with responses collected from 696 homeroom teachers in elementary and secondary schools across the three societies, using a non-probability sampling method.

Findings indicate that homeroom teachers’ self-efficacy in digital teaching and learning technologies has a direct positive impact on the quality of their relationships with students. This contribution can be explained by the fact that homeroom teachers with high technological self-efficacy may experience lower levels of stress and emotional exhaustion related to digital teaching, allowing them to feel more confident in fostering high-quality relationships with their students. Consequently, they are better able to focus on educational processes, address students' emotional and academic needs, and engage in meaningful teaching rather than struggling with technological survival and the pressure to meet digital task expectations.

Moreover, cultural differences may influence teachers’ perceptions of their abilities and their implementation of technology in teaching. The findings reveal that homeroom teachers in the Druze society reported higher levels of technological self-efficacy compared to their counterparts in the Jewish and Arab societies. This may suggest that homeroom teachers in the Druze community face a greater necessity to adapt swiftly to technological advancements as part of their effort to enhance teaching quality and maintain a competitive professional advantage in an increasingly demanding educational landscape.

Keywords: Homeroom-teacher, teacher-student relationship, self-efficacy, teaching/learning technologies.