THE IMPACT OF TEACHER EMOTION REGULATION ON STUDENT BEHAVIOR AND LANGUAGE LEARNING: AN INTERDISCIPLINARY PERSPECTIVE

Abstract

This study explores the role of teacher emotion regulation in shaping student behavior and language learning outcomes, bridging the fields of educational psychology and English Language Teaching (ELT). Using a mixed-methods approach, the research combines quantitative survey data and qualitative classroom observations to investigate how teachers' ability to regulate their emotions influences classroom dynamics and student performance. Quantitative data were collected through the Emotion Regulation Questionnaire (ERQ) administered to English language teachers, alongside student behavior surveys and language proficiency tests. Qualitative data were gathered through classroom observations and semi-structured interviews with teachers and students, focusing on emotional communication and its impact on learning. Preliminary findings suggest that effective teacher emotion regulation is positively correlated with improved student behavior and language learning outcomes. Qualitative insights reveal that teachers who employ adaptive emotional regulation strategies, such as empathetic language and calm demeanor, foster a supportive classroom environment that enhances student engagement and motivation. This interdisciplinary study highlights the critical role of emotional intelligence in ELT and offers practical implications for teacher training programs aimed at improving emotion regulation skills to optimize student learning experiences.