Self-regulation is a comprehensive concept includes a number of interdependent aspects. It includes both affective capacities (i.e. moods, feelings and emotions) and cognitive capacities (i.e. beliefs, perceptions and knowledge). Learning and attainment are best understood when we acknowledge the interactions between affective and cognitive processes. The purpose of this study is to explore the impact of impact of self-regulated learning on teaching-learning process among teacher educators in Tiruvannamalai District. This study followed descriptive research design. The primary data of the research was collected through structured questionnaire. The main study was conducted among the sample of 110 teacher educators working in ten different Teacher Training Institute located at various part of Tiruvannamalai District. The quota sampling technique was adopted to select samples from population (i.e. from each training institute 11 teacher educators were chosen as sample). The descriptive statistical tools and inferential statistical tools were used for primary data analysis. The results of the study proved that there is a significant attitudinal difference among the teacher educators based on their gender and age group, however, the mean difference among them very nominal and at the same time their mean score is high, which indicates that they accepts self-regulated learning has positive impact on teaching-learning process through use of latest teaching pedagogics and sharing latest information happening in education sector.

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