THE ROLE OF TEACHERS IN PROMOTING EMOTIONAL REGULATION FOR ENHANCING STUDENT LEARNING

Abstract

This academic article aims to present the significance of emotion regulation and analyze the proactive role of teachers in fostering such skills to enhance learners' cognitive performance and self-regulation within the challenging context of 21^st-century education, using a methodology based on conceptual analysis, theoretical frameworks, and a review of relevant literature to propose the role of teachers in promoting emotion regulation for student development. The literature review reveals that stress and negative emotions are significant barriers that directly impair cognitive functions, leading to reduced efficiency in information processing and learning; therefore, managing emotional factors that hinder learning is a critical duty for educators. Findings based on Social and Emotional Learning (SEL) frameworks indicate that strong emotion regulation skills serve as a vital mechanism for expanding working memory, fostering intrinsic motivation, and cultivating positive classroom interactions. Consequently, this article proposes a shift in the teacher’s role toward becoming an emotional facilitator through five key strategies: 1) modeling emotional regulation, 2) establishing psychological safety, 3) integrating SEL skills into instructional processes, 4) serving as a mentor and source of positive support, and 5) building robust collaborative networks with parents and external stakeholders. Finally, the article provides policy recommendations for teacher education institutions to review and enhance developmental psychology competencies within teacher training curricula and suggests that educational institutions should implement concrete "Safe School" policies to create environments conducive to emotional growth, which serves as a fundamental pillar for sustainable learning success.