Students' positive perceptions of teachers' caring behaviour have favourable outcomes, yet they have been little researched, especially in an Asian context. This study aims to establish a model explaining teachers' caring behaviour (TCB) by testing multiple indicators. The survey instrument was administered to 296 students, whose responses were analysed using variance-based structural equation modelling (PLS-SEM). The results proved that modelling, teacher-student interactions (TSI), pedagogical caring (PC), and teachers' dispositions (TD) were significantly associated with TCB. Findings suggest that TCB would have a positive impact on the academic development and well-being of students.