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Introduction

In the field of education, fostering student resilience has become an increasingly important topic of research. Resilience is defined as the ability to overcome adversity and challenges, and it is essential for student success and well-being. One key factor that has been shown to have a significant impact on student resilience is teacher emotional support. Teachers who are able to provide emotional support to their students create a positive and nurturing learning environment that helps students build resilience and navigate the challenges they face.

Background of Study

The relationship between teacher emotional support and student resilience has been studied in various contexts and has shown promising results. However, there is still a need for more research to understand the mechanisms through which teacher emotional support influences student resilience. This study seeks to fill this gap by examining the role of teacher emotional support in fostering student resilience.

Problem Statement

Despite the growing body of research on the importance of teacher emotional support in fostering student resilience, there is still a lack of clarity on how exactly teacher emotional support influences student resilience. This study aims to address this gap in the literature by exploring the relationship between teacher emotional support and student resilience and identifying the factors that mediate this relationship.

Objective of Study

The main objective of this study is to examine the role of teacher emotional support in fostering student resilience. Specifically, the study aims to:
1. Investigate the relationship between teacher emotional support and student resilience
2. Identify the mechanisms through which teacher emotional support influences student resilience
3. Explore the factors that mediate the relationship between teacher emotional support and student resilience

Limitation of Study

There are some limitations to this study that should be acknowledged. Firstly, the study will be conducted in a specific educational setting, which may limit the generalizability of the findings. Additionally, the study will rely on self-report measures, which may introduce biases in the data.

Scope of Study

This study will focus on the role of teacher emotional support in fostering student resilience in a high school setting. The study will include both qualitative and quantitative data collection methods to provide a comprehensive understanding of the relationship between teacher emotional support and student resilience.

Significance of Study

Understanding the role of teacher emotional support in fostering student resilience has important implications for educational practice and policy. By identifying the factors that influence student resilience, educators can implement strategies to support student well-being and academic success.

Structure of the Thesis

This thesis is organized into five main chapters. Chapter One provides an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter Two presents a comprehensive literature review on the role of teacher emotional support in fostering student resilience. Chapter Three outlines the research methodology, including the research design, participants, data collection procedures, and data analysis. Chapter Four discusses the findings of the study and explores the implications for educational practice. Finally, Chapter Five presents the conclusion and summary of the study.

Definition of Terms

– Teacher emotional support: The provision of empathy, care, and understanding by teachers to support students’ emotional well-being.
– Student resilience: The ability to overcome adversity and challenges and adapt to difficult situations.
– Educational setting: The specific context in which teaching and learning take place, such as a high school or college.

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