The Impact of Teachers' Mental Health on Child Personality Development in Kindergarten

This study aims to explore the relationship between the mental health of female kindergarten teachers and its impact on children's personality development. This stage is crucial for children's psychological and social growth, as teachers play a vital role in shaping behaviors and identities. The research utilized a descriptive analytical approach to objectively examine social and psychological phenomena, gathering qualitative and quantitative data through a specialized questionnaire on teachers' mental health, job satisfaction, and available support mechanisms. The sample included 100 teachers from 23 public and private kindergartens, along with interviews from 10 kindergarten directors for deeper insights. Results indicated a significant relationship between teachers' mental health and children's personality development. Children's social and emotional skills were assessed, revealing an average score of 4.2 (SD = 0.5) for social skills and 4.0 (SD = 0.6) for self-confidence. High average scores and low standard deviations suggest that children receiving positive psychological support exhibit strong social skills, indicating a healthy personality development. Moreover, teachers with high mental health had an average score of 4.5 (SD = 0.4), while those with lower mental health averaged 3.5 (SD = 0.7). The study recommends implementing psychological support programs for teachers and enhancing professional training in stress management and emotional intelligence. Creating positive work environments is essential to improving teacher well-being, ultimately enhancing the educational process and children's personality development.