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Introduction

In recent years, there has been a growing recognition of the importance of emotional intelligence in the field of education. Emotional intelligence is defined as the ability to recognize, understand and manage one’s own emotions, as well as the emotions of others. Teachers, as key influencers in the lives of students, play a crucial role in promoting emotional well-being among their students. This study aims to investigate the relationship between teacher emotional intelligence and student emotional well-being.

Background of Study

There is a growing body of research that suggests a positive relationship between teacher emotional intelligence and student outcomes. Teachers who are emotionally intelligent are better equipped to create a positive and supportive learning environment, which can lead to better academic performance, improved behavior, and enhanced social skills among students.

Problem Statement

Despite the growing body of research on emotional intelligence in education, there is still a lack of consensus on the specific relationship between teacher emotional intelligence and student emotional well-being. This study seeks to address this gap by exploring the relationship between these two variables in a more systematic and comprehensive manner.

Objective of Study

The main objective of this study is to investigate the relationship between teacher emotional intelligence and student emotional well-being. Specifically, the study aims to determine the impact of teacher emotional intelligence on student emotional well-being, and to identify the mechanisms through which this relationship operates.

Limitation of Study

One of the limitations of this study is the reliance on self-report measures of emotional intelligence and emotional well-being, which may be subject to bias. Additionally, the study will be conducted in a specific educational setting, which may limit the generalizability of the findings.

Scope of Study

This study will focus on teachers and students in a secondary school setting. The study will utilize quantitative research methods to collect and analyze data on teacher emotional intelligence and student emotional well-being.

Significance of Study

This study has significant implications for both research and practice in the field of education. By better understanding the relationship between teacher emotional intelligence and student emotional well-being, educators can develop more effective strategies for promoting emotional well-being in the classroom.

Structure of the Thesis

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 Emotional intelligence in education
2.2 Teacher emotional intelligence
2.3 Student emotional well-being
2.4 Theoretical framework
2.5 Previous studies on teacher emotional intelligence and student emotional well-being

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Measures
3.4 Data collection
3.5 Data analysis
3.6 Ethical considerations
3.7 Limitations
3.8 Future research directions

Chapter 4: Discussion of Findings
4.1 Relationship between teacher emotional intelligence and student emotional well-being
4.2 Mediating factors
4.3 Implications for practice
4.4 Implications for future research

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Conclusions
5.3 Recommendations for practice
5.4 Recommendations for future research

Thesis Overview

The relationship between teacher emotional intelligence and student emotional well-being is a complex and understudied area in the field of education. This thesis aims to investigate this relationship through a comprehensive review of the existing literature, as well as an empirical study conducted in a secondary school setting. By exploring the impact of teacher emotional intelligence on student emotional well-being, this study seeks to provide valuable insights for educators and policymakers.

Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 reviews the existing literature on emotional intelligence in education, teacher emotional intelligence, student emotional well-being, and previous studies on the topic. Chapter 3 details the research methodology, including the design, participants, measures, data collection, analysis, ethical considerations, limitations, and future research directions.

Chapter 4 presents a discussion of the findings, including the relationship between teacher emotional intelligence and student emotional well-being, mediating factors, implications for practice, and recommendations for future research. Finally, Chapter 5 offers a conclusion and summary of the study, highlighting the key findings, implications for practice, and recommendations for future research.

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