Purpose: The purpose of this paper is to show the relevance of teachers' extra role behaviour towards improving students' learning efficacy status. This study examines the intervening role of art-based teaching pedagogies, i.e. involvement of different forms of art during the traditional teaching session between extra role behaviour and students' learning efficacy. Design/methodology/approach: The statistical test results showed that teachers' extra role behaviour is significant for improving and strengthening students' learning efficacy. Further, the moderation analysis showed that if art is integrated with teachers' extra role behaviour, the effect on learning efficacy of students will increase. Art-based teaching pedagogies suggest involvement of art in teaching practices. Multiple regression analysis was conducted to evaluate the direct effect of extra role behaviour on students' learning efficacy with the intervening role of art-based teaching pedagogies. Findings: Results indicated a linear effect of teachers' extra role behaviour on students' learning efficacy and that art-based teaching pedagogies had an indirect effect (mediation) on students' learning efficacy. Originality/value: The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.