Psychological Well-Being and Classroom Management Skills in Early Childhood Education

This study aimed to assess the psychological well-being (PWB) of early childhood teachers and their classroom management skills (CMS), as well as to examine the relationship between these variables using a descriptive correlational approach. A random sample of ninety-two teachers in Saudi Arabia was selected, and data were collected using scales for PWB and CMS. The findings indicated that early childhood teachers demonstrated a high level of PWB, while their CMS were at a moderate level. The results also revealed statistically significant differences between public and private school teachers on both scales, attributed to the type of kindergarten they teach in. Additionally, significant differences were found in CMS based on teaching experience, favoring teachers with higher levels of experience. However, no significant differences were observed in PWB between teachers with varying levels of experience. The study concluded that there is a strong positive correlation between PWB and CMS among early childhood teachers. It recommended continued psychological support and well-being initiatives for these teachers, alongside ongoing training programs to enhance classroom management strategies and improve communication with children. Moreover, creating a positive work environment that promotes collaboration and work-life balance is essential. The study also emphasized the importance of periodic assessments to identify teachers’ needs and enhance their PWB and CMS through professional development workshops.