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Introduction

In recent years, there has been a growing interest in the role of emotional intelligence (EI) in the field of education. With the recognition that emotions play a significant role in learning and academic performance, researchers have begun to explore the relationship between teacher emotional intelligence and student emotional regulation. Emotional intelligence is defined as the ability to perceive, understand, and regulate emotions in oneself and others, while emotional regulation refers to the ability to effectively manage and control one’s emotions.

This thesis aims to investigate how teacher emotional intelligence influences student emotional regulation in the classroom. Understanding this relationship is important as it could provide valuable insights into how teachers can create a positive emotional climate that promotes learning and academic success. By examining the impact of teacher emotional intelligence on student emotional regulation, this study seeks to contribute to the growing body of knowledge on the role of emotions in education.

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 Introduction to Emotional Intelligence
2.2 Theoretical Framework
2.3 Teacher Emotional Intelligence
2.4 Student Emotional Regulation
2.5 The Relationship between Teacher Emotional Intelligence and Student Emotional Regulation
2.6 Factors Influencing Teacher Emotional Intelligence
2.7 Factors Influencing Student Emotional Regulation
2.8 Empirical Studies on Teacher Emotional Intelligence and Student Emotional Regulation
2.9 Gaps in the Literature
2.10 Summary of Literature Review

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Instruments
3.4 Data Collection Procedure
3.5 Data Analysis
3.6 Ethical Considerations
3.7 Research Limitations
3.8 Validity and Reliability
3.9 Data Presentation
3.10 Summary of Research Methodology

Chapter 4: Discussion of Findings
4.1 Descriptive Statistics
4.2 Relationship between Teacher Emotional Intelligence and Student Emotional Regulation
4.3 Factors Influencing the Relationship
4.4 Implications for Practice
4.5 Comparison with Previous Studies
4.6 Suggestions for Future Research
4.7 Strengths and Limitations of the Study
4.8 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Contributions to the Field
5.3 Practical Implications
5.4 Theoretical Implications
5.5 Recommendations for Educators
5.6 Conclusion
5.7 Future Directions

Thesis Overview:

The relationship between teacher emotional intelligence and student emotional regulation is a topic of great interest in the field of education. This thesis aims to investigate how teacher emotional intelligence influences student emotional regulation in the classroom. By examining the impact of teacher emotional intelligence on student emotional regulation, this study seeks to contribute to our understanding of the role of emotions in teaching and learning.

Chapter 1 provides an introduction to the topic, outlining the background of the study, the problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 presents a comprehensive review of the relevant literature on emotional intelligence, teacher emotional intelligence, student emotional regulation, and the relationship between teacher emotional intelligence and student emotional regulation. Chapter 3 details the research methodology, including the research design, participants, instruments, data collection procedure, data analysis, ethical considerations, limitations, and validity.

Chapter 4 discusses the findings of the study, including descriptive statistics, the relationship between teacher emotional intelligence and student emotional regulation, factors influencing the relationship, implications for practice, comparison with previous studies, suggestions for future research, strengths, and limitations. Finally, Chapter 5 provides a conclusion and summary of the project, summarizing the findings, contributions to the field, practical and theoretical implications, recommendations for educators, and suggestions for future research directions.

Overall, this thesis aims to shed light on the complex relationship between teacher emotional intelligence and student emotional regulation and provide valuable insights for educators looking to create a positive emotional climate in the classroom.

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