Emotional regulation is an important skill needed by teachers, including guidance and counseling teachers, to face emotional challenges that arise in interactions with students and colleagues. Guidance and Guidance Teachers have a role in supporting students' social and emotional development, so the ability to manage emotions well greatly influences the effectiveness of their performance. The focus of this research is to examine the emotional regulation of guidance and counseling teachers at SMP Negeri 17 Surakarta. A qualitative approach was used with observation techniques and in-depth interviews with a number of guidance and counseling teachers at schools. The research results show that emotional regulation in guidance and counseling teachers involves four main aspects. Guidance and guidance teachers who are able to manage their emotions well will be more effective in providing guidance and counseling to students, reduce stress, and minimize the negative impact of emotional conflict in their work and are able to create a harmonious environment and build good relationships with students.

Learning is a behavior that each individual acquires to obtain a new change in behavior as a whole, in order to have the necessary abilities, skills and knowledge. Of course, students need the help of a teacher to support them, one of those who can help is the BK teacher. One of the duties of guidance and counseling teachers is to develop students according to their needs. Learning achievement is the result achieved or obtained by a child in the form of grades. This research method uses qualitative. The conclusion obtained is that BK teachers carry out guidance programs based on the assessments that have been carried out, the counseling theories used by each BK teacher are different from each other.