Exploring the Influence of Teacher Professionalism on University Students' Emotional Resilience

Abstract

The current research investigates the impact of teacher professionalism on students' emotional stability at the university level. Employing a descriptive research design, the study involved a stratified random sample of 300 participants from six universities in Islamabad and Rawalpindi, encompassing both public and private institutions. Through a combination of tailored questionnaires assessing teacher professionalism and standardized tools for gauging students' emotional stability, the study revealed a significant correlation between the two variables. Key findings indicate that higher levels of teacher professionalism, encompassing factors like responsibility, empathy, and professional conduct, are associated with increased emotional stability in students. Additionally, the study uncovered notable differences between public and private university environments in terms of teacher professionalism and student emotional well-being. These findings contribute to the broader discourse on the role of educators in shaping the emotional landscape of university students and underscore the need for comprehensive teacher training programs that extend beyond academic instruction to include emotional intelligence and empathetic teaching practices.