Page No :385-393
Palakk Gupta, and Tarundeep Kaur
Manav Rachna University, Faridabad
This study empirically examined the relationship between teacher-student interactions
and educational outcomes, with a focus on social and emotional learning (SEL). A
stratified random sample of 400 middle and high school students from diverse
socioeconomic and gender backgrounds was selected. Data were collected using the
Teacher-Student Relationship Inventory (TSRI), the Social Learning Behaviors Scale
(SLBS), the Emotional Intelligence Inventory (EQ-i), classroom observations, and
academic performance records (GPA and standardized test scores). Multiple regression
analysis was employed to test the impact of social and emotional learning on academic
outcomes.Results indicate a significant positive relationship between SEL interventions
and academic performance (R = 0.636, R² = 0.405, p < 0.001). Emotional learning was
found to be a stronger predictor of academic success (â = 0.639, p < 0.001) compared
to social learning (â = 0.221, p < 0.001). Students in classrooms with emotionally
intelligent teachers demonstrated higher engagement, improved emotional regulation,
and stronger social skills. Findings confirm that supportive teacher-student relationships,
grounded in empathy, trust, and emotional intelligence, enhance both academic
achievement and socio-emotional development