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Introduction:

Social-emotional learning (SEL) has become a key focus in education as it plays a significant role in fostering a positive school climate. School climate refers to the quality and character of school life as perceived by students, staff, and parents. Research has shown that a positive school climate is associated with higher academic achievement, lower levels of student misconduct, and improved teacher retention. This study aims to investigate the impact of social-emotional learning on school climate, specifically looking at how SEL programs can contribute to creating a more positive and supportive school environment.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Importance of social-emotional learning in education
2.2 Theoretical framework of social-emotional learning
2.3 Effects of social-emotional learning on students’ academic performance
2.4 Social-emotional learning programs and interventions
2.5 Impact of social-emotional learning on school climate
2.6 Measurement of school climate
2.7 Factors influencing school climate
2.8 Link between school climate and student outcomes
2.9 Teacher’s role in promoting social-emotional learning
2.10 Parental involvement in social-emotional learning

Chapter 3: Research Methodology
3.1 Research design
3.2 Population and sample
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Pilot study
3.7 Instrumentation
3.8 Validity and reliability of instruments

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Impact of social-emotional learning on school climate
4.3 Factors influencing the effectiveness of SEL programs
4.4 Comparison of different SEL interventions
4.5 Teacher perceptions of social-emotional learning
4.6 Student outcomes associated with SEL programs
4.7 Recommendations for implementing SEL programs
4.8 Implications for future research

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for practice
5.3 Recommendations for policy
5.4 Limitations of the study
5.5 Suggestions for future research

Thesis Overview:

The focus of this thesis is to investigate the impact of social-emotional learning on school climate. Chapter 1 provides an introduction to the topic, outlining the background of the study, problem statement, objectives, limitations, scope, significance, structure, and definition of terms. Chapter 2 presents a literature review on the importance of SEL in education, theoretical frameworks, effects on academic performance, programs and interventions, measurement of school climate, factors influencing climate, and the link between climate and student outcomes. Chapter 3 details the research methodology, including design, population, sample, data collection, analysis, ethical considerations, pilot study, instrumentation, and validity. Chapter 4 discusses the findings, including the impact of SEL on school climate, factors influencing programs, comparisons of interventions, teacher and student perceptions, and recommendations for implementation. Chapter 5 offers a conclusion and summary of key findings, implications for practice and policy, limitations, and suggestions for future research. This thesis aims to contribute to the understanding of how social-emotional learning can positively influence school climate and improve overall student outcomes.

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