ISSN: 2222-6990
Open access
The topic of stress among preschool teachers holds immense significance due to its pervasive impact on the attrition rates and overall quality of early childhood education. Research consistently underscores the prevalence of stress and burnout within the ranks of preschool educators, as validated by (Jomuad et al., 2021). The combination of extended teaching hours and heavy workloads exacerbates these issues, underscoring their relevance in the field. The ramifications of stress go beyond individual teacher well-being, resonating throughout their professional lives. Job satisfaction, productivity, and absenteeism suffer, ultimately leading to high turnover rates and early retirement requests. Furthermore, stress erodes not only mental and physical health but also enthusiasm and job engagement. If unaddressed, stress can evolve into burnout, further deepening dissatisfaction, straining teacher-student relationships, and quelling educator motivation. Such outcomes can undermine the positive contributions teachers make to the educational landscape. This research adopts a comprehensive approach, delving into the roots of stress among preschool teachers, exploring its multifaceted impact on both professional and personal spheres, and proposing interventions aimed at mitigating stress and fostering well-being. By shedding light on these pivotal aspects, the study aspires to contribute to the formulation of effective strategies that bolster the support and retention of preschool educators, thus nurturing a sustainable and conducive educational milieu. To achieve these objectives, the study employs rigorous research methodologies and analyses. By doing so, it generates invaluable insights poised to guide educational policymakers, school administrators, and relevant stakeholders in tackling the challenges engendered by stress within the preschool teaching domain. By addressing the intricacies of stress, this research underscores its urgency, aiming to cultivate an environment where preschool teachers can thrive, leading to enhanced educational outcomes and the enrichment of the broader educational landscape. As a result, this study sets the stage for further research endeavors that can continue to refine and expand the understanding of stress among preschool teachers and its implications.
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(Roseli & Isa, 2023)
To Cite this Article: Roseli, N. E. binti N., & Isa, S. E. B. M. (2023). Examining The Impact of Stress on Preschool Teachers in Bangi, Malaysia: A Case Study. International Journal of Academic Research in Business & Social Sciences, 13(9), 504– 512.
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