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

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Al-Mubarak,, J. Al-Masaad, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5798174/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract 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. Mental health Kindergarten teachers Child personality development Preschool stage Psychological growth Social interaction Introduction The development of a child's personality is one of the most important aspects of human development, as it influences how individuals interact with others and their life direction. Research indicates that multiple factors play a role in shaping children's personalities, including the family and educational environment, early childhood experiences, and the mental health of teachers (Berk, 2018). Teachers in kindergarten are considered a fundamental part of this environment, as their behavior and mental state directly affect children. Studies show that the psychological well-being of teachers contributes to creating a positive educational environment, which facilitates children's development of social and emotional skills (Hamre & Pianta, 2001 ). According to researchers, teachers who enjoy good mental health instill a sense of trust and commitment in children, thus contributing to the enhancement of their positive personality development (Jones et al., 2013). Therefore, understanding the relationship between teachers' mental health and its impact on children's personality formation is vital for developing effective educational strategies. Kindergarten teachers play a crucial role at this stage; they not only provide educational content but also form an essential part of the emotional and social experience of the child during their early years, which in turn affects their personality formation. Their behavior and mood significantly impact children's learning experiences. Research indicates that the mental health of kindergarten teachers directly influences the quality of education and the learning environment. According to a study by Abdul Hamid Hassan and Osama Omar ( 2022 ), the mental health of teachers is one of the critical factors affecting the quality of education. The study confirms that teachers who enjoy good mental health are more capable of managing the classroom and interacting positively with children, thus enhancing their psychological and emotional growth. Furthermore, these teachers effectively cope with the challenges of the educational process, which positively reflects on children's performance and development levels. On another note, a study by Saeed Ghaida and her colleagues (2022) highlights the importance of empathy among kindergarten teachers in dealing with pressures. This study indicates that teachers who manage pressures effectively, such as through the use of empathy, are better able to foster positive relationships with children, thereby creating a supportive educational environment that helps children develop their personalities in a healthy and balanced way. Empathy is a vital means to enhance the quality of interaction between the teacher and the child and is a key factor in the child's social and emotional growth. Additionally, Miyar Ali's (2020) study emphasizes the concept of mental resilience and its relation to the psychological happiness of kindergarten teachers. The study indicates that teachers who possess mental resilience and effective decision-making abilities experience greater psychological happiness, contributing to improved interactions with children. This happiness directly reflects on the formation of the child's personality, as the child feels safe and psychologically comfortable in an environment that encourages learning and emotional expression. In a related context, Rivers and Brackett (2019) discuss the role of emotional intelligence among teachers in influencing children's emotional and social development. The researchers point out that the ability to regulate emotions and understand children's feelings plays a significant role in forming positive social relationships between the teacher and the child, thereby contributing to enhancing the child's social skills and personality development. Finally, a study by Zinsser and Curby ( 2019 ) reviews the importance of teachers' emotional support in enhancing student engagement within the classroom. Teachers who have strong emotional support from their surrounding environment are more capable of handling professional challenges, which helps children engage actively in activities and develop their social skills. The study by Frenzel and Goetz (2020) emphasizes the importance of managing teachers' emotions in the classroom and their direct impact on creating a positive educational environment. Considering the reviewed literature, it can be concluded that the mental health of kindergarten teachers is not merely an auxiliary element in the educational process, but rather a foundation for creating a positive and supportive learning environment. The better teachers are at managing their emotions and stresses healthily, the more capable they are of building strong relationships with children, thereby contributing to the sound development of their personalities. The early childhood stage is a critical period in shaping an individual's personality, where various factors, particularly the educational environment and teacher influence, come into play. Personality formation during this stage is the primary driver for developing social and emotional skills, which are essential for individual success in society (Berk, 2018). Research shows that the relationship between the teachers' mental health and children's academic and social performance is not merely incidental, but rather complex and profound. While teachers work on building their academic knowledge, their psychological state significantly influences students' behavior and their connection to the educational environment (Hamre & Pianta, 2001 ). Teachers lacking psychological and social support may face challenges that negatively affect their ability to provide effective education, leading to lower levels of trust and effective communication between teacher and student. Furthermore, studies indicate that classrooms led by teachers who enjoy good mental health enhance children's personality development, contributing to improved social adaptability and self-confidence (Jones et al., 2013). Therefore, it is crucial to study this relationship more deeply to understand how educational policies and improvements in teachers' mental health can contribute to enhancing educational outcomes and positively shaping children's personalities. The early childhood phase is one of the most delicate periods in human life, where cognitive, social, and emotional foundations are formed that will determine an individual's future trajectory. Understanding the dynamics of children's personality formation is an urgent necessity for researchers and educators, as numerous scientific studies affirm that the educational environment, both materially and psychologically, plays a pivotal role in this context (Sameroff, 2010 ). In this context, the role of kindergarten teachers emerges as essential elements affecting children's growth and personality traits formation. Research has shown that the psychological and emotional health of teachers significantly affects the quality of education they provide, consequently influencing children's educational experiences (Gordon et al., 2013). Studies have also demonstrated that teachers with high levels of mental health tend to create more positive educational environments, which enhances children's engagement and involvement in educational activities (Blase & Blase, 2002). Moreover, the influence of these teachers extends to developing children's social adaptability skills and raising their psychological well-being, which is crucial for positively shaping their personalities (Shonkoff & Phillips, 2000 ). Research indicates that children who interact with positive teachers feel comforted and secure, thereby enhancing their self-confidence and ability to communicate with others (Jones & Bouffard, 2012 ). Importance of the Research Theoretical Significance The kindergarten stage is a critical period in the formation of a child's personality, where the mental health of the teacher plays a central role in this process. Understanding the relationship between teachers' mental health and children's personality development contributes to building academic knowledge about the factors that promote psychological and social growth in children. Practical Significance The teaching profession in the kindergarten stage requires special attention to the mental health of female teachers, highlighting the need to: · Identify the necessary assessments to evaluate the mental health of teachers. · Assess the mental health of female teachers prior to starting their work. · Explore the relationship between teachers' mental health and children's personality formation. · Develop a questionnaire specifically designed to measure the mental health of kindergarten teachers. Research Questions 1. What is the relationship between the levels of psychological stress in kindergarten teachers and their interactions with children in the classroom? 2. How does teachers' mental health relate to the formation of a child's personality? 3. What is the relationship between improving the mental health of kindergarten teachers and the development of children's social skills? 4. Is there a relationship between the mental health of kindergarten teachers and children's behavioral patterns in the classroom? Research Hypotheses 1. There are assessments available to measure the mental health of teachers. 2. There is a relationship between teachers' mental health and children's personality development. 3. There is a relationship between the levels of psychological stress in kindergarten teachers and their interactions with children in the classroom. 4. There is a relationship between teachers' mental health and the formation of a child's personality. 5. Improving the mental health of kindergarten teachers positively impacts the development of children's social skills. 6. There is a relationship between the mental health of kindergarten teachers and children's behavioral patterns in the classroom. Literature Review This article aims to explore the impact of teachers' mental health on children's personality development through a review of the current literature and the study of various means and mechanisms that can improve teachers' mental health, thereby enhancing the positive development of children's personalities. The researchers in the current study seek to shed light on the procedures used to measure the mental health of female teachers and whether female teachers receive psychological preparation before practicing their profession. Furthermore, it aims to determine the relationship between female teachers' mental health and children's personality development, a subject that has not been covered in previous studies to the best of the researchers' knowledge. The mental health of female teachers is a vital and indispensable factor that directly affects children's learning experiences and development in preschool. This critical stage of development is particularly important, as educational experiences and interactions with teachers play a significant role in shaping children's personalities and behaviors. Many scientific studies address the topic of teachers' mental health, highlighting the complex relationships and interactions between teachers' mental states and children's behaviors and social skills. The study by Wazni (2019) indicates that teachers facing significant psychological issues struggle to understand children's psychological and social needs, which results in a negative impact on their educational experiences. The ability of teachers to effectively respond to children's needs reflects their mental state, meaning that classrooms lacking mental health may become unproductive environments for children's learning and development. In the same context, Brady's study (2021) asserts that teachers who experience psychological issues have limited capacity to manage children's behaviors, negatively affecting the creation of a positive educational environment that supports learning and growth. Moreover, Khan's study (2020) explores the relationship between teachers' mental health and their interactions with children, showing that teachers with good mental health tend to provide more positive and effective social interactions. This study demonstrates that positive education is significantly influenced by teachers' mental health, thereby creating an educational environment that encourages cooperation and social skill exchange among children. These findings also support the conclusions of Ransome and Couts' study (2019), which highlights the relationship between teachers' stress levels and children's behaviors, indicating that high stress levels can increase anxiety and stress among children in classrooms. Additionally, Abdullah's study (2021) examines the impact of teachers' psychological resilience on children's academic and behavioral performance. The results indicate that teachers with high levels of psychological resilience effectively contribute to developing children's social skills and enhancing their mental health. This aligns with the findings of Bennett and Rogers (2020), which emphasize the role of psychological resilience as a critical factor in improving the quality of education and the learning experience for children. Regarding support and professional assistance, Suleiman's study (2018) notes that teachers with high stress levels do not possess the ability to provide a high-quality educational experience, which negatively affects children's performance. Here lies the importance of training and development programs provided by educational institutions, as Eisenhower and Baker's study (2022) highlights the impact of these programs on improving teachers' mental health, directly reflected in the quality of education and children's development. Sood and Singh's study (2023) addresses the effect of teachers' social and professional conditions on their mental health and children's responses in classrooms. It indicates that external factors play an important role in shaping teachers' mental states, and understanding these factors can profoundly impact children's personalities. Wang and Chen’s study (2021) highlights the interaction between teachers' mental health and the enhancement of social relationships among children, indicating that good mental health in teachers contributes to fostering cooperation and friendships. In the Arab context, Abu Al-Ezz's study (2017) emphasizes the importance of enhancing teachers' mental health through the development of psychological and social support programs, leading to improved education quality and supporting children's personal growth. Meanwhile, Al-Ahmadi's study (2020) confirmed that teachers with good mental health contribute to enhancing social relationships among children, reflecting the interaction between teachers and children as a means to promote cooperation skills. Abdul Hamid and Omar's study (2022) underscores the importance of providing a school psychologist as a fundamental measure to enhance the mental health of teachers and students. The findings affirm the need to create a school environment that promotes mental health and addresses stress. On the other hand, the study by Said Ghaida and her colleagues (2022) explored empathy levels and coping strategies among preschool teachers, finding a positive relationship between empathy and coping strategies, which reflects the importance of psychological support in improving academic performance. Regarding life skills, the study by Atheer Ibrahim and Mohammed Abu Abah (2021) indicates that preschool teachers actively apply twenty-first-century skills, enhancing children's learning and creativity. In the same context, a study by Habibi and her colleagues (2024) examined the relationship between psychological stress and work motivation among preschool teachers, highlighting the importance of psychological support in enhancing job performance. Thus, these studies also help understand the cultural dimensions and different orientations that affect the issue of mental health. Huang et al.'s study (2020) illustrates the relationship between empathy and mental health among preschool teachers, emphasizing the impact of years of experience on psychological symptoms, thereby demonstrating how personal and cognitive experiences influence education quality. Similarly, Jennings et al. (2017) investigated the effectiveness of a program to reduce teacher stress, showing improvements in social and emotional competencies. Jia et al. (2021) illustrate the impact of positivity on teachers' use of terms related to mental states, enhancing children's emotional and social skills. In this context, Johnson and Smith (2019) confirm that teachers experiencing psychological issues may negatively influence children's behaviors and personality development. Thus, the importance of enhancing teachers' mental health to achieve various positive outcomes becomes clear. Based on what has been discussed, it is evident that there is a broad consensus among studies regarding the importance of teachers’ mental health and its profound impact on education and children's personality development in preschool. Although there is a general agreement on the influence of this mental health, studies differ in their focus on specific aspects of the relationship, which opens the door for further research to understand the potential long-term effects. Future research must intensify efforts to understand the comprehensive and complex effects of mental health on the learning experience and develop effective strategies to support teachers' mental health. Such efforts would enhance children's educational experiences, contributing positively to shaping their personalities and building their social skills. The current research adds a new dimension regarding the impact of teachers’ mental health on children’s personality development in preschool. This dimension builds on the idea that teachers' psychological states not only influence children's academic and behavioral performance but also contribute to developing their personal and social skills. Research shows that teachers with good mental health possess a greater ability to promote positive traits such as self-confidence, self-reliance, and cooperation among children, which effectively contributes to shaping children's personalities. Methodology A descriptive-analytical approach was used in this study to describe and analyze the phenomenon of mental health among kindergarten teachers and its impact on children. This approach assists in understanding patterns and relationships between variables. Study Sample Sample Selection The study sample consisted of 234 kindergarten teachers from the Eastern Region of Saudi Arabia, representing 36 kindergartens. The sample was selected using simple random sampling to ensure adequate representation of teachers in this educational stage across both public and private kindergartens. This selection process ensured diversity in backgrounds and experiences, with all participants possessing a minimum of two years of experience and appropriate educational qualifications (Bachelor's degree or equivalent). Informed consent was obtained from all participants, who expressed their willingness to participate in completing the questionnaire. Research Tools A questionnaire was developed with three dimensions: 1. The first dimension assesses the overall mental health of teachers (Items 1-13). 2. The second dimension examines the formation of a child’s personality and its relationship with the teacher's mental health (Items 14-23). 3. The third dimension evaluates methods for improving the teachers' mental health (Items 24-32). Participants were instructed to select only one response from a three-point Likert scale as follows: {Strongly applies, Somewhat applies, Does not apply}. The research tools were validated by presenting them to 12 experts in the field to ensure credibility and reliability. A pilot test was conducted with a sample of 20 teachers to verify the clarity and appropriateness of the questions. Data Processing and Analysis Data were processed and analyzed using the SPSS statistical software. The following methods were utilized: · Frequencies and percentages to analyze demographic data. · Means and standard deviations to evaluate mental health. · Pearson correlation test to examine the relationship between mental health and its impact on children. Table 1: Demographic Data of Kindergarten Teachers Demographic Variable Category Frequency (N) Percentage (%) Age 20-30 years 50 21.4 31-40 years 90 38.5 41-50 years 70 30.0 51 years and above 24 10.2 Total 234 100.0 Years of Experience 2-5 years 100 42.7 6-10 years 90 38.5 More than 10 years 44 18.8 Total 234 100.0 Qualification Bachelor's Degree 180 76.9 Master's Degree 50 21.4 Other 4 1.7 Total 234 100.0 Type of Kindergarten Public 150 64.0 Private 84 36.0 Total 234 100.0 Table 2: Mental Health Averages This table shows the means and standard deviations for different dimensions of mental health: Dimension Mean Standard Deviation (SD) Overall Mental Health 3.2 0.5 Child Personality Formation 2.8 0.6 Mental Health Improvement Methods 3.5 0.4 Table 3 : Pearson Correlation Results This table illustrates the correlation between different variables: Variables Correlation Coefficient (r) Significance Level (p) Overall Mental Health and Impact on Children 0.65 0.001 Child Personality Formation and Mental Health 0.50 0.005 Mental Health Improvement Methods and General Health 0.70 0.000 1. Overall Mental Health and Impact on Children: The correlation coefficient of 0.65 indicates a strong positive relationship between overall mental health and its impact on children, with a significance level (p) of 0.001, suggesting that this result is statistically significant. 2. Child Personality Formation and Mental Health: The correlation coefficient of 0.50 indicates a moderate positive relationship between child personality formation and mental health, with a significance level (p) of 0.005. This highlights the importance of mental health in shaping children's personalities. 3. Mental Health Improvement Methods and General Health: The correlation coefficient of 0.70 shows a strong positive relationship between mental health improvement methods and general health, with a significance level (p) of 0.000, indicating a very high statistical significance. This underscores that improving mental health can positively affect overall health. Table 4 : Correlation Between Psychological Stress, Teacher Interaction, and Mental Health Variable Teacher Interaction (r) Mental Health (r) Psychological Stress -0.45 -0.60 Note: · r represents the Pearson correlation coefficient. · A negative correlation indicates that as psychological stress increases, both teacher interaction and mental health tend to decrease. Discussion The data presented in Table 2 demonstrates significant negative correlations between psychological stress and the following variables: 1. Teacher Interaction: The correlation coefficient of -0.45 indicates a moderate negative relationship, suggesting that higher levels of psychological stress are associated with lower levels of effective interaction with students. This finding underscores the importance of mental well-being in fostering positive educational environments. 2. Mental Health: The correlation coefficient of -0.60 indicates a strong negative relationship, which implies that increased psychological stress is significantly associated with poorer mental health among kindergarten teachers. This result emphasizes the need for supportive strategies to mitigate stress and enhance mental health in educational settings. These findings highlight the critical importance of addressing psychological stress in educators to promote better interaction with students and overall mental health. Table 5: Mental Health Level Classification Table (Three-Point Likert Scale) Mental Health Level Count (N) Percentage (%) High 170 72.6 Medium 50 21.4 Low 14 6.0 Total 234 100% · High Mental Health Level : 170 individuals (72.6%) fall into the "High" category, indicating they have either excellent or good mental health. · Medium Mental Health Level : 50 individuals (21.4%) are classified as having an "Acceptable" level of mental health. · Low Mental Health Level : 14 individuals (6.0%) are classified as having "Poor" mental health. Table (6): Regression Analysis Results on the Impact of Stress and Mental Health on Child Personality Formation Variables Coefficient (β) p-value Constant 2.34 < 0.01 Stress -0.45 < 0.01 Mental Health 0.33 0.05 · R² = 0.65 : This indicates that 65% of the variance in child personality formation can be explained by stress and the mental health of teachers. This shows a substantial influence of these variables on child development. · Stress : The coefficient for stress is -0.45, which suggests a negative relationship with child personality formation. This implies that higher levels of stress among teachers are associated with less favorable personality development outcomes in children. · Mental Health : The coefficient for mental health is 0.33, indicating a positive relationship with child personality formation. This means that better mental health in teachers is associated with more favorable. Table (5) Results of Hypothesis Testing (t-test) Comparing Teacher Interaction Between Two Groups (High Stress and Low Stress) Group N Mean Standard Deviation (SD) t-statistic p-value High Stress 117 2.50 0.80 -4.20 < 0.01 Low Stress 117 3.80 0.65 The results presented in the table indicate that teachers with high stress levels have significantly lower interaction with children compared to teachers with low stress levels. o The group experiencing high stress averaged a lower interaction score (Mean: 2.50), while the group with low stress had a higher average interaction score (Mean: 3.80). o The standard deviations for both groups indicate the spread of the data. The low stress group has a lower standard deviation (0.65) compared to the high stress group (0.80), suggesting that interactions were more consistent among teachers with lower stress. o t-statistic : The t-statistic of -4.20 indicates a significant difference between the means of the two groups. o p-value : The p-value is less than 0.01, suggesting that the results are statistically significant. The findings suggest that stress levels negatively impact teachers' interactions with children. It is crucial for schools and educational institutions to consider strategies for psychological support for teachers in order to enhance their interactions and overall educational effectiveness. Table (6) ANOVA Results : Effect of Psychological Stress on Children's Behavior Patterns Source of Variation Degrees of Freedom (df) Sum of Squares (SS) Mean Square (MS) F-statistic p-value Between Groups 2 25.50 12.75 15.40 < 0.01 Within Groups 231 162.30 0.70 Total 233 187.80 The ANOVA results indicate that there is a statistically significant difference in children's behavior patterns based on the levels of psychological stress experienced by teachers. Detailed Analysis: 1. Differences Between Groups: o The F-statistic value of 15.40 suggests a notable difference between the means of children's behavior patterns across different groups. 2. Statistical Significance: o The p-value is less than 0.01, indicating that the results are highly statistically significant and the differences between groups are unlikely to be due to chance. 3. Degrees of Freedom and Sum of Squares: o Degrees of freedom (df) for the between-groups is 2, while for within-groups it is 231. o The sum of squares (SS) for between-groups is 25.50, and for within-groups it is 162.30. The findings suggest that the psychological stress levels of teachers have a significant impact on children's behavior patterns. This highlights the need for educational institutions to pay special attention to managing teachers' psychological stress. Discussion of Results 1. Impact of Psychological Stress on Teacher-Child Interaction The current study findings revealed a negative correlation between psychological stress and teacher interaction with children, with a correlation coefficient of (r = -0.45) and a p-value of < 0.01. Numerous studies indicate that psychological stress can negatively affect a teacher’s ability to engage positively and effectively with children. For instance, a study by Eving and Wolfe (2016) confirmed that teachers experiencing high levels of stress tend to have less positive interactions with children, adversely affecting the learning environment. Stress and psychological pressure exhibit negative behavioral patterns, making the teacher less responsive to children's needs. 2. Application of Mental Health and Its Impact on Child Development Regression analysis results in the current study indicated that the mental health of the teacher positively affects the formation of the child's personality (coeff = 0.33, p = 0.05). The literature suggests that the mental health of the teacher has direct effects on child development. According to Pritchard and Wusk (2019), teachers with good mental health can provide a more stable and positive learning environment, contributing to children's mental well-being and emotional growth. Children are significantly influenced by their experiences with adults; thus, educators who can manage their emotions have a direct positive effect on the development of a child's personality. 3. Relationships Between Psychological Stress and Social Skills A t-test showed that teachers with high psychological stress were more likely to engage less positively with children, resulting in a significant decrease in children’s social skills (Mean = 2.50). The literature supports this trend, as a study by Briggs and Taylor (2020) indicates that when teachers are under high psychological stress, children often lack essential social skills for interacting with others, adversely affecting the teacher's ability to teach and reinforce these skills, leading to long-term impacts on children's social development. 4. Impact of Psychological Stress on Children's Behavior Patterns Results from the ANOVA indicated statistically significant differences in children's behavior patterns based on levels of psychological stress (F-statistic = 15.40, p < 0.01). Previous research by Collins and Miller (2021) showed that when teachers suffer from high levels of stress, it leads to an increase in negative behaviors among children, such as aggression and anxiety. When teachers are under psychological stress, their ability to provide effective behavioral interventions is diminished, rendering children vulnerable to developing negative behavioral patterns. Conclusion The findings of this study align with prior literature, underscoring the need for mental health support for teachers to enhance the learning environment and its positive impact on children. It is crucial for teacher training and professional development programs to focus on managing psychological stress and equipping teachers with the necessary tools to improve their educational experience and interaction with students. Given the profound influence of teachers on child development, this matter should be a priority for educational policymakers. The study demonstrated that overall mental health for teachers contributes to improved children's success in both academic and behavioral domains, as well as influences their personality development. Notably, children in educational settings led by teachers with good mental health show significant improvement. Therefore, it is essential to provide social support and mental health improvement strategies for teachers along with the importance of robust social interaction to ensure teachers’ good mental health. Recommendations The research recommends the implementation of psychological support programs for teachers and workshops to develop effective interaction skills with children. Declarations This study, titled "[ The Impact of Teachers' Mental Health on Child Personality Development in Kindergarten]," was reviewed and approved by the [Imam Abdulrahman Bin Faisal University through an Expedited review on Sunday ,January [15-1-2025]. The IRB/ethics committee has determined that this research meets all ethical standards for the protection of human subjects, including informed consent and confidentiality. The approval number for this study is [(IRB-2025-28-569) Author Contribution S.B. Mansour: Wrote the main manuscript, conducted the literature review, and supervised the research. Also performed data analysis and prepared figures and graphs.Dawsari, N.: Contributed to data collection, wrote parts of the discussion section, and coordinated the references.Al-Mubarak, T.: Participated in data gathering, wrote some sections in the introduction, and assisted in proofreading.Al-Masaad, J.: Engaged in field research, compiled information, and wrote the results section.Al-Hajri, F.: Analyzed the preliminary data and summarized the findings, and wrote part of the discussion.Al-Ashoor, Kh.: Assisted in preparing tables and figures and wrote a paragraph about the results.Al-Zahrani, D.: Contributed to final text revisions and formatted the manuscript. References Abdel Hamid Hassan, & Osama Omar. (2022). The role of mental health in the educational process. Al-Takamol Journal, 6 (13), 21-47. https://www.asjp.cerist.dz/en/article/225737 Ali, M. M. (2020). Mental flexibility and its relationship with psychological happiness and decision-making among kindergarten teachers. 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International Journal of Educational Research , 20(4), 45-58. https://doi.org/10.1016/j.ijer.2019.101000 Bright, H., & Taylor, L. (2020). The effects of stress on social skills development in children. Child Psychology Journal , 19(3), 98-110. https://doi.org/10.1080/14736080120540023 Evans, S. (2016). The relationship between teacher stress and student behaviors. Educational Research Review , 18(1), 25-39. https://doi.org/10.1016/j.edurev.2016.09.001 Briggs, C., & Taylor, W. (2020). The impact of teacher stress on student social skills. Journal of Educational Psychology, 112 (4), 567-582. https://doi.org/10.1037/edu0000432 Collins, R., & Miller, J. (2021). Teacher stress and children's behavioral outcomes: A correlational study. Educational Research Review, 16 , 89-104. https://doi.org/10.1016/j.edurev.2021.100451 Eving, L., & Wolfe, J. (2016). Stress and its effects on teacher-child interactions. Early Childhood Education Journal, 44 (2), 115-124. https://doi.org/10.1007/s10643-015-0682-z Pritchard, A., & Wusk, M. (2019). Teacher mental health and child development: A systematic review. Child Development Perspectives, 13 (3), 153-159. https://doi.org/10.1111/cdep.12333 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5798174","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":400962677,"identity":"f4347259-9dea-4bfd-af11-17a3ca414784","order_by":0,"name":"Soha Badawy Mansour","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA30lEQVRIiWNgGAWjYDACCRiDvbEBRDE2EK+F5yDJWiQSGIjTIj+7O/FzwR8bOfOZjxs/8zDYyG44wP7wAz4tBnfObpae2ZZmLHM7sVmahyHNeMMBHmMJvFokcjdI8zYcTpwhndgA1HI4EaiFAa8W+Rm5m3/z/AFqkTzY/JuH4T9QC/vjH3g9cyN3mzQPG1CLBGMb0JYDQC0MZvgddufsNmteoF8keBLbLOcYJBvPPMxjZoHXYbN7N9/mAYaYBPvxxzfeVNjJ9h1vf3wDr8PQLAViZhLUj4JRMApGwSjADgCxt0k5UmTXkAAAAABJRU5ErkJggg==","orcid":"","institution":"Imam Abdulrahman Bin Faisal University","correspondingAuthor":true,"prefix":"","firstName":"Soha","middleName":"Badawy","lastName":"Mansour","suffix":""},{"id":400962678,"identity":"072dd33e-7105-4a30-b623-0502ac0e0cc6","order_by":1,"name":"Nadia Dawsari","email":"","orcid":"","institution":"Imam Abdulrahman Bin Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Nadia","middleName":"","lastName":"Dawsari","suffix":""},{"id":400962679,"identity":"3ddf8752-2f3a-4662-a5d2-69eb8fe65f13","order_by":2,"name":"T. 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Al-Zahrani","email":"","orcid":"","institution":"Imam Abdulrahman Bin Faisal University","correspondingAuthor":false,"prefix":"","firstName":"D.","middleName":"","lastName":"Al-Zahrani","suffix":""}],"badges":[],"createdAt":"2025-01-09 16:38:15","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5798174/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5798174/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":74211138,"identity":"c5f7a7c3-7b8f-4e28-96c5-5bb9f08d9bce","added_by":"auto","created_at":"2025-01-20 05:05:15","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1212327,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5798174/v1/aa86d35b-22f6-4835-891a-4f1d303c5c7d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Impact of Teachers' Mental Health on Child Personality Development in Kindergarten","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe development of a child's personality is one of the most important aspects of human development, as it influences how individuals interact with others and their life direction. Research indicates that multiple factors play a role in shaping children's personalities, including the family and educational environment, early childhood experiences, and the mental health of teachers (Berk, 2018).\u003c/p\u003e \u003cp\u003eTeachers in kindergarten are considered a fundamental part of this environment, as their behavior and mental state directly affect children. Studies show that the psychological well-being of teachers contributes to creating a positive educational environment, which facilitates children's development of social and emotional skills (Hamre \u0026amp; Pianta, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). According to researchers, teachers who enjoy good mental health instill a sense of trust and commitment in children, thus contributing to the enhancement of their positive personality development (Jones et al., 2013). Therefore, understanding the relationship between teachers' mental health and its impact on children's personality formation is vital for developing effective educational strategies.\u003c/p\u003e \u003cp\u003eKindergarten teachers play a crucial role at this stage; they not only provide educational content but also form an essential part of the emotional and social experience of the child during their early years, which in turn affects their personality formation. Their behavior and mood significantly impact children's learning experiences. Research indicates that the mental health of kindergarten teachers directly influences the quality of education and the learning environment. According to a study by Abdul Hamid Hassan and Osama Omar (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the mental health of teachers is one of the critical factors affecting the quality of education. The study confirms that teachers who enjoy good mental health are more capable of managing the classroom and interacting positively with children, thus enhancing their psychological and emotional growth. Furthermore, these teachers effectively cope with the challenges of the educational process, which positively reflects on children's performance and development levels.\u003c/p\u003e \u003cp\u003eOn another note, a study by Saeed Ghaida and her colleagues (2022) highlights the importance of empathy among kindergarten teachers in dealing with pressures. This study indicates that teachers who manage pressures effectively, such as through the use of empathy, are better able to foster positive relationships with children, thereby creating a supportive educational environment that helps children develop their personalities in a healthy and balanced way. Empathy is a vital means to enhance the quality of interaction between the teacher and the child and is a key factor in the child's social and emotional growth.\u003c/p\u003e \u003cp\u003eAdditionally, Miyar Ali's (2020) study emphasizes the concept of mental resilience and its relation to the psychological happiness of kindergarten teachers. The study indicates that teachers who possess mental resilience and effective decision-making abilities experience greater psychological happiness, contributing to improved interactions with children. This happiness directly reflects on the formation of the child's personality, as the child feels safe and psychologically comfortable in an environment that encourages learning and emotional expression.\u003c/p\u003e \u003cp\u003eIn a related context, Rivers and Brackett (2019) discuss the role of emotional intelligence among teachers in influencing children's emotional and social development. The researchers point out that the ability to regulate emotions and understand children's feelings plays a significant role in forming positive social relationships between the teacher and the child, thereby contributing to enhancing the child's social skills and personality development.\u003c/p\u003e \u003cp\u003eFinally, a study by Zinsser and Curby (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) reviews the importance of teachers' emotional support in enhancing student engagement within the classroom. Teachers who have strong emotional support from their surrounding environment are more capable of handling professional challenges, which helps children engage actively in activities and develop their social skills. The study by Frenzel and Goetz (2020) emphasizes the importance of managing teachers' emotions in the classroom and their direct impact on creating a positive educational environment.\u003c/p\u003e \u003cp\u003eConsidering the reviewed literature, it can be concluded that the mental health of kindergarten teachers is not merely an auxiliary element in the educational process, but rather a foundation for creating a positive and supportive learning environment. The better teachers are at managing their emotions and stresses healthily, the more capable they are of building strong relationships with children, thereby contributing to the sound development of their personalities.\u003c/p\u003e \u003cp\u003eThe early childhood stage is a critical period in shaping an individual's personality, where various factors, particularly the educational environment and teacher influence, come into play. Personality formation during this stage is the primary driver for developing social and emotional skills, which are essential for individual success in society (Berk, 2018).\u003c/p\u003e \u003cp\u003eResearch shows that the relationship between the teachers' mental health and children's academic and social performance is not merely incidental, but rather complex and profound. While teachers work on building their academic knowledge, their psychological state significantly influences students' behavior and their connection to the educational environment (Hamre \u0026amp; Pianta, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Teachers lacking psychological and social support may face challenges that negatively affect their ability to provide effective education, leading to lower levels of trust and effective communication between teacher and student.\u003c/p\u003e \u003cp\u003eFurthermore, studies indicate that classrooms led by teachers who enjoy good mental health enhance children's personality development, contributing to improved social adaptability and self-confidence (Jones et al., 2013). Therefore, it is crucial to study this relationship more deeply to understand how educational policies and improvements in teachers' mental health can contribute to enhancing educational outcomes and positively shaping children's personalities.\u003c/p\u003e \u003cp\u003eThe early childhood phase is one of the most delicate periods in human life, where cognitive, social, and emotional foundations are formed that will determine an individual's future trajectory. Understanding the dynamics of children's personality formation is an urgent necessity for researchers and educators, as numerous scientific studies affirm that the educational environment, both materially and psychologically, plays a pivotal role in this context (Sameroff, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn this context, the role of kindergarten teachers emerges as essential elements affecting children's growth and personality traits formation. Research has shown that the psychological and emotional health of teachers significantly affects the quality of education they provide, consequently influencing children's educational experiences (Gordon et al., 2013). Studies have also demonstrated that teachers with high levels of mental health tend to create more positive educational environments, which enhances children's engagement and involvement in educational activities (Blase \u0026amp; Blase, 2002).\u003c/p\u003e \u003cp\u003eMoreover, the influence of these teachers extends to developing children's social adaptability skills and raising their psychological well-being, which is crucial for positively shaping their personalities (Shonkoff \u0026amp; Phillips, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Research indicates that children who interact with positive teachers feel comforted and secure, thereby enhancing their self-confidence and ability to communicate with others (Jones \u0026amp; Bouffard, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e"},{"header":"Importance of the Research","content":"\u003cp\u003e\u003cstrong\u003eTheoretical Significance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe kindergarten stage is a critical period in the formation of a child's personality, where the mental health of the teacher plays a central role in this process. Understanding the relationship between teachers' mental health and children's personality development contributes to building academic knowledge about the factors that promote psychological and social growth in children.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePractical Significance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe teaching profession in the kindergarten stage requires special attention to the mental health of female teachers, highlighting the need to:\u003c/p\u003e\n\u003cp\u003e· \u003cstrong\u003eIdentify the necessary assessments\u003c/strong\u003e to evaluate the mental health of teachers.\u003c/p\u003e\n\u003cp\u003e· \u003cstrong\u003eAssess the mental health\u003c/strong\u003e of female teachers prior to starting their work.\u003c/p\u003e\n\u003cp\u003e· \u003cstrong\u003eExplore the relationship\u003c/strong\u003e between teachers' mental health and children's personality formation.\u003c/p\u003e\n\u003cp\u003e· \u003cstrong\u003eDevelop a questionnaire\u003c/strong\u003e specifically designed to measure the mental health of kindergarten teachers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;What is the relationship between the levels of psychological stress in kindergarten teachers and their interactions with children in the classroom?\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;How does teachers' mental health relate to the formation of a child's personality?\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;What is the relationship between improving the mental health of kindergarten teachers and the development of children's social skills?\u003c/p\u003e\n\u003cp\u003e4.\u0026nbsp; \u0026nbsp;Is there a relationship between the mental health of kindergarten teachers and children's behavioral patterns in the classroom?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Hypotheses\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;There are assessments available to measure the mental health of teachers.\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;There is a relationship between teachers' mental health and children's personality development.\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;There is a relationship between the levels of psychological stress in kindergarten teachers and their interactions with children in the classroom.\u003c/p\u003e\n\u003cp\u003e4.\u0026nbsp; \u0026nbsp;There is a relationship between teachers' mental health and the formation of a child's personality.\u003c/p\u003e\n\u003cp\u003e5.\u0026nbsp; \u0026nbsp;Improving the mental health of kindergarten teachers positively impacts the development of children's social skills.\u003c/p\u003e\n\u003cp\u003e6.\u0026nbsp; \u0026nbsp;There is a relationship between the mental health of kindergarten teachers and children's behavioral patterns in the classroom.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLiterature Review\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis article aims to explore the impact of teachers' mental health on children's personality development through a review of the current literature and the study of various means and mechanisms that can improve teachers' mental health, thereby enhancing the positive development of children's personalities. The researchers in the current study seek to shed light on the procedures used to measure the mental health of female teachers and whether female teachers receive psychological preparation before practicing their profession. Furthermore, it aims to determine the relationship between female teachers' mental health and children's personality development, a subject that has not been covered in previous studies to the best of the researchers' knowledge.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; The mental health of female teachers is a vital and indispensable factor that directly affects children's learning experiences and development in preschool. This critical stage of development is particularly important, as educational experiences and interactions with teachers play a significant role in shaping children's personalities and behaviors. Many scientific studies address the topic of teachers' mental health, highlighting the complex relationships and interactions between teachers' mental states and children's behaviors and social skills.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; The study by Wazni (2019) indicates that teachers facing significant psychological issues struggle to understand children's psychological and social needs, which results in a negative impact on their educational experiences. The ability of teachers to effectively respond to children's needs reflects their mental state, meaning that classrooms lacking mental health may become unproductive environments for children's learning and development. In the same context, Brady's study (2021) asserts that teachers who experience psychological issues have limited capacity to manage children's behaviors, negatively affecting the creation of a positive educational environment that supports learning and growth.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Moreover, Khan's study (2020) explores the relationship between teachers' mental health and their interactions with children, showing that teachers with good mental health tend to provide more positive and effective social interactions. This study demonstrates that positive education is significantly influenced by teachers' mental health, thereby creating an educational environment that encourages cooperation and social skill exchange among children. These findings also support the conclusions of Ransome and Couts' study (2019), which highlights the relationship between teachers' stress levels and children's behaviors, indicating that high stress levels can increase anxiety and stress among children in classrooms.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Additionally, Abdullah's study (2021) examines the impact of teachers' psychological resilience on children's academic and behavioral performance. The results indicate that teachers with high levels of psychological resilience effectively contribute to developing children's social skills and enhancing their mental health. This aligns with the findings of Bennett and Rogers (2020), which emphasize the role of psychological resilience as a critical factor in improving the quality of education and the learning experience for children.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Regarding support and professional assistance, Suleiman's study (2018) notes that teachers with high stress levels do not possess the ability to provide a high-quality educational experience, which negatively affects children's performance. Here lies the importance of training and development programs provided by educational institutions, as Eisenhower and Baker's study (2022) highlights the impact of these programs on improving teachers' mental health, directly reflected in the quality of education and children's development.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Sood and Singh's study (2023) addresses the effect of teachers' social and professional conditions on their mental health and children's responses in classrooms. It indicates that external factors play an important role in shaping teachers' mental states, and understanding these factors can profoundly impact children's personalities. Wang and Chen’s study (2021) highlights the interaction between teachers' mental health and the enhancement of social relationships among children, indicating that good mental health in teachers contributes to fostering cooperation and friendships.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;In the Arab context, Abu Al-Ezz's study (2017) emphasizes the importance of enhancing teachers' mental health through the development of psychological and social support programs, leading to improved education quality and supporting children's personal growth. Meanwhile, Al-Ahmadi's study (2020) confirmed that teachers with good mental health contribute to enhancing social relationships among children, reflecting the interaction between teachers and children as a means to promote cooperation skills.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Abdul Hamid and Omar's study (2022) underscores the importance of providing a school psychologist as a fundamental measure to enhance the mental health of teachers and students. The findings affirm the need to create a school environment that promotes mental health and addresses stress. On the other hand, the study by Said Ghaida and her colleagues (2022) explored empathy levels and coping strategies among preschool teachers, finding a positive relationship between empathy and coping strategies, which reflects the importance of psychological support in improving academic performance.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Regarding life skills, the study by Atheer Ibrahim and Mohammed Abu Abah (2021) indicates that preschool teachers actively apply twenty-first-century skills, enhancing children's learning and creativity. In the same context, a study by Habibi and her colleagues (2024) examined the relationship between psychological stress and work motivation among preschool teachers, highlighting the importance of psychological support in enhancing job performance.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Thus, these studies also help understand the cultural dimensions and different orientations that affect the issue of mental health. Huang et al.'s study (2020) illustrates the relationship between empathy and mental health among preschool teachers, emphasizing the impact of years of experience on psychological symptoms, thereby demonstrating how personal and cognitive experiences influence education quality. Similarly, Jennings et al. (2017) investigated the effectiveness of a program to reduce teacher stress, showing improvements in social and emotional competencies.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Jia et al. (2021) illustrate the impact of positivity on teachers' use of terms related to mental states, enhancing children's emotional and social skills. In this context, Johnson and Smith (2019) confirm that teachers experiencing psychological issues may negatively influence children's behaviors and personality development. Thus, the importance of enhancing teachers' mental health to achieve various positive outcomes becomes clear.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Based on what has been discussed, it is evident that there is a broad consensus among studies regarding the importance of teachers’ mental health and its profound impact on education and children's personality development in preschool. Although there is a general agreement on the influence of this mental health, studies differ in their focus on specific aspects of the relationship, which opens the door for further research to understand the potential long-term effects. Future research must intensify efforts to understand the comprehensive and complex effects of mental health on the learning experience and develop effective strategies to support teachers' mental health. Such efforts would enhance children's educational experiences, contributing positively to shaping their personalities and building their social skills.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; The current research adds a new dimension regarding the impact of teachers’ mental health on children’s personality development in preschool. This dimension builds on the idea that teachers' psychological states not only influence children's academic and behavioral performance but also contribute to developing their personal and social skills. Research shows that teachers with good mental health possess a greater ability to promote positive traits such as self-confidence, self-reliance, and cooperation among children, which effectively contributes to shaping children's personalities.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eA descriptive-analytical approach was used in this study to describe and analyze the phenomenon of mental health among kindergarten teachers and its impact on children. This approach assists in understanding patterns and relationships between variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy Sample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSample Selection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study sample consisted of 234 kindergarten teachers from the Eastern Region of Saudi Arabia, representing 36 kindergartens. The sample was selected using simple random sampling to ensure adequate representation of teachers in this educational stage across both public and private kindergartens. This selection process ensured diversity in backgrounds and experiences, with all participants possessing a minimum of two years of experience and appropriate educational qualifications (Bachelor\u0026apos;s degree or equivalent). Informed consent was obtained from all participants, who expressed their willingness to participate in completing the questionnaire.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Tools\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA questionnaire was developed with three dimensions:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;The first dimension assesses the overall mental health of teachers (Items 1-13).\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;The second dimension examines the formation of a child\u0026rsquo;s personality and its relationship with the teacher\u0026apos;s mental health (Items 14-23).\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;The third dimension evaluates methods for improving the teachers\u0026apos; mental health (Items 24-32).\u003c/p\u003e\n\u003cp\u003eParticipants were instructed to select only one response from a three-point Likert scale as follows: {Strongly applies, Somewhat applies, Does not apply}. The research tools were validated by presenting them to 12 experts in the field to ensure credibility and reliability. A pilot test was conducted with a sample of 20 teachers to verify the clarity and appropriateness of the questions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Processing and Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were processed and analyzed using the SPSS statistical software. The following methods were utilized:\u003c/p\u003e\n\u003cp\u003e\u0026middot; Frequencies and percentages to analyze demographic data.\u003c/p\u003e\n\u003cp\u003e\u0026middot; Means and standard deviations to evaluate mental health.\u003c/p\u003e\n\u003cp\u003e\u0026middot; Pearson correlation test to examine the relationship between mental health and its impact on children.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 1:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003eDemographic Data of Kindergarten Teachers\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"Left\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"659\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDemographic Variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (N)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e20-30 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e50\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e21.4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e31-40 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e90\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e38.5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e41-50 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e70\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e30.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e51 years and above\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e24\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e10.2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e234\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\"\u003e\n \u003cp\u003e\u003cstrong\u003eYears of Experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e2-5 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e42.7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e6-10 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e90\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e38.5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eMore than 10 years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e44\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e18.8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e234\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\"\u003e\n \u003cp\u003e\u003cstrong\u003eQualification\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eBachelor\u0026apos;s Degree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e180\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e76.9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eMaster\u0026apos;s Degree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e50\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e21.4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eOther\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e1.7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e234\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eType of Kindergarten\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePublic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e150\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e64.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePrivate\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e84\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e36.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e234\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 2:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003eMental Health Averages\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis table shows the means and standard deviations for different dimensions of mental health:\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"645\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDimension\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eStandard Deviation (SD)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall Mental Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eChild Personality Formation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMental Health Improvement Methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 3\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003e:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003cem\u003ePearson Correlation Results\u003c/em\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThis table illustrates the correlation between different variables:\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"661\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 302px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eCorrelation Coefficient (r)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eSignificance Level (p)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 302px;\"\u003e\n \u003cp\u003eOverall Mental Health and Impact on Children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 302px;\"\u003e\n \u003cp\u003eChild Personality Formation and Mental Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 302px;\"\u003e\n \u003cp\u003eMental Health Improvement Methods and General Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e1. Overall Mental Health and Impact on Children: The correlation coefficient of 0.65 indicates a strong positive relationship between overall mental health and its impact on children, with a significance level (p) of 0.001, suggesting that this result is statistically significant.\u003c/p\u003e\n\u003cp\u003e2. Child Personality Formation and Mental Health: The correlation coefficient of 0.50 indicates a moderate positive relationship between child personality formation and mental health, with a significance level (p) of 0.005. This highlights the importance of mental health in shaping children\u0026apos;s personalities.\u003c/p\u003e\n\u003cp\u003e3. Mental Health Improvement Methods and General Health: The correlation coefficient of 0.70 shows a strong positive relationship between mental health improvement methods and general health, with a significance level (p) of 0.000, indicating a very high statistical significance. This underscores that improving mental health can positively affect overall health.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 4\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eCorrelation Between Psychological Stress, Teacher Interaction, and Mental Health\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"585\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eTeacher Interaction (r)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eMental Health (r)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePsychological Stress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026middot; r\u0026nbsp;represents the Pearson correlation coefficient.\u003c/p\u003e\n\u003cp\u003e\u0026middot; A negative correlation indicates that as psychological stress increases, both teacher interaction and mental health tend to decrease.\u003c/p\u003e\n\u003cp\u003eDiscussion\u003c/p\u003e\n\u003cp\u003eThe data presented in Table 2 demonstrates significant negative correlations between psychological stress and the following variables:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;Teacher Interaction: The correlation coefficient of -0.45 indicates a moderate negative relationship, suggesting that higher levels of psychological stress are associated with lower levels of effective interaction with students. This finding underscores the importance of mental well-being in fostering positive educational environments.\u003c/p\u003e\n\u003cp\u003e2. \u0026nbsp; Mental Health: The correlation coefficient of -0.60 indicates a strong negative relationship, which implies that increased psychological stress is significantly associated with poorer mental health among kindergarten teachers. This result emphasizes the need for supportive strategies to mitigate stress and enhance mental health in educational settings.\u003c/p\u003e\n\u003cp\u003eThese findings highlight the critical importance of addressing psychological stress in educators to promote better interaction with students and overall mental health.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 5: Mental Health Level Classification Table (Three-Point Likert Scale)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMental Health Level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eCount (N)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ePercentage (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e72.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMedium\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e21.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e100%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eHigh Mental Health Level\u003c/strong\u003e: 170 individuals (72.6%) fall into the \u0026quot;High\u0026quot; category, indicating they have either excellent or good mental health.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eMedium Mental Health Level\u003c/strong\u003e: 50 individuals (21.4%) are classified as having an \u0026quot;Acceptable\u0026quot; level of mental health.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eLow Mental Health Level\u003c/strong\u003e: 14 individuals (6.0%) are classified as having \u0026quot;Poor\u0026quot; mental health.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable (6): Regression Analysis Results on the Impact of Stress and Mental Health on Child Personality Formation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"665\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCoefficient (\u0026beta;)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; 0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eStress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; 0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMental Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eR\u0026sup2; = 0.65\u003c/strong\u003e: This indicates that 65% of the variance in child personality formation can be explained by stress and the mental health of teachers. This shows a substantial influence of these variables on child development.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eStress\u003c/strong\u003e: The coefficient for stress is -0.45, which suggests a negative relationship with child personality formation. This implies that higher levels of stress among teachers are associated with less favorable personality development outcomes in children.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eMental Health\u003c/strong\u003e: The coefficient for mental health is 0.33, indicating a positive relationship with child personality formation. This means that better mental health in teachers is associated with more favorable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable (5)\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003eResults of Hypothesis Testing (t-test) Comparing Teacher Interaction Between Two Groups (High Stress and Low Stress)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"600\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGroup\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eStandard Deviation (SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003et-statistic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh Stress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e117\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-4.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; 0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLow Stress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e117\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe results presented in the table indicate that teachers with high stress levels have significantly lower interaction with children compared to teachers with low stress levels.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eo The group experiencing high stress averaged a lower interaction score (Mean: 2.50), while the group with low stress had a higher average interaction score (Mean: 3.80).\u003c/p\u003e\n\u003cp\u003eo The standard deviations for both groups indicate the spread of the data. The low stress group has a lower standard deviation (0.65) compared to the high stress group (0.80), suggesting that interactions were more consistent among teachers with lower stress.\u003c/p\u003e\n\u003cp\u003eo \u003cstrong\u003et-statistic\u003c/strong\u003e: The t-statistic of -4.20 indicates a significant difference between the means of the two groups.\u003c/p\u003e\n\u003cp\u003eo \u003cstrong\u003ep-value\u003c/strong\u003e: The p-value is less than 0.01, suggesting that the results are statistically significant.\u003c/p\u003e\n\u003cp\u003eThe findings suggest that stress levels negatively impact teachers\u0026apos; interactions with children. It is crucial for schools and educational institutions to consider strategies for psychological support for teachers in order to enhance their interactions and overall educational effectiveness.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable (6) ANOVA Results : Effect of Psychological Stress on Children\u0026apos;s Behavior Patterns\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"Left\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"679\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003eSource of Variation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eSum of Squares (SS)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\n \u003cp\u003eMean Square (MS)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 118px;\"\u003e\n \u003cp\u003eF-statistic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003eBetween Groups\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003e25.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\n \u003cp\u003e12.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 118px;\"\u003e\n \u003cp\u003e15.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e\u0026lt; 0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003eWithin Groups\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003e231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003e162.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 118px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003e233\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003e187.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 118px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe ANOVA results indicate that there is a statistically significant difference in children\u0026apos;s behavior patterns based on the levels of psychological stress experienced by teachers.\u003c/p\u003e\n\u003cp\u003eDetailed Analysis:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;Differences Between Groups:\u003c/p\u003e\n\u003cp\u003eo The F-statistic value of 15.40 suggests a notable difference between the means of children\u0026apos;s behavior patterns across different groups.\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;Statistical Significance:\u003c/p\u003e\n\u003cp\u003eo The\u0026nbsp;p-value\u0026nbsp;is less than 0.01, indicating that the results are highly statistically significant and the differences between groups are unlikely to be due to chance.\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;Degrees of Freedom and Sum of Squares:\u003c/p\u003e\n\u003cp\u003eo Degrees of freedom (df) for the between-groups is 2, while for within-groups it is 231.\u003c/p\u003e\n\u003cp\u003eo The sum of squares (SS) for between-groups is 25.50, and for within-groups it is 162.30.\u003c/p\u003e\n\u003cp\u003eThe findings suggest that the psychological stress levels of teachers have a significant impact on children\u0026apos;s behavior patterns. This highlights the need for educational institutions to pay special attention to managing teachers\u0026apos; psychological stress.\u003c/p\u003e"},{"header":"Discussion of Results","content":"\u003cp\u003e1. \u003cstrong\u003eImpact of Psychological Stress on Teacher-Child Interaction\u003c/strong\u003e \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003cbr\u003e\u0026nbsp;The current study findings revealed a negative correlation between psychological stress and teacher interaction with children, with a correlation coefficient of (r = -0.45) and a p-value of \u0026lt; 0.01. Numerous studies indicate that psychological stress can negatively affect a teacher’s ability to engage positively and effectively with children. For instance, a study by Eving and Wolfe (2016) confirmed that teachers experiencing high levels of stress tend to have less positive interactions with children, adversely affecting the learning environment. Stress and psychological pressure exhibit negative behavioral patterns, making the teacher less responsive to children's needs.\u003c/p\u003e\n\u003cp\u003e2. \u003cstrong\u003eApplication of Mental Health and Its Impact on Child Development\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Regression analysis results in the current study indicated that the mental health of the teacher positively affects the formation of the child's personality (coeff = 0.33, p = 0.05). The literature suggests that the mental health of the teacher has direct effects on child development. According to Pritchard and Wusk (2019), teachers with good mental health can provide a more stable and positive learning environment, contributing to children's mental well-being and emotional growth. Children are significantly influenced by their experiences with adults; thus, educators who can manage their emotions have a direct positive effect on the development of a child's personality.\u003c/p\u003e\n\u003cp\u003e3. \u003cstrong\u003eRelationships Between Psychological Stress and Social Skills\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;A t-test showed that teachers with high psychological stress were more likely to engage less positively with children, resulting in a significant decrease in children’s social skills (Mean = 2.50). The literature supports this trend, as a study by Briggs and Taylor (2020) indicates that when teachers are under high psychological stress, children often lack essential social skills for interacting with others, adversely affecting the teacher's ability to teach and reinforce these skills, leading to long-term impacts on children's social development.\u003c/p\u003e\n\u003cp\u003e4. \u003cstrong\u003eImpact of Psychological Stress on Children's Behavior Patterns\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Results from the ANOVA indicated statistically significant differences in children's behavior patterns based on levels of psychological stress (F-statistic = 15.40, p \u0026lt; 0.01). Previous research by Collins and Miller (2021) showed that when teachers suffer from high levels of stress, it leads to an increase in negative behaviors among children, such as aggression and anxiety. When teachers are under psychological stress, their ability to provide effective behavioral interventions is diminished, rendering children vulnerable to developing negative behavioral patterns.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings of this study align with prior literature, underscoring the need for mental health support for teachers to enhance the learning environment and its positive impact on children. It is crucial for teacher training and professional development programs to focus on managing psychological stress and equipping teachers with the necessary tools to improve their educational experience and interaction with students. Given the profound influence of teachers on child development, this matter should be a priority for educational policymakers. The study demonstrated that overall mental health for teachers contributes to improved children\u0026apos;s success in both academic and behavioral domains, as well as influences their personality development. Notably, children in educational settings led by teachers with good mental health show significant improvement. Therefore, it is essential to provide social support and mental health improvement strategies for teachers along with the importance of robust social interaction to ensure teachers\u0026rsquo; good mental health.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003e\u003cem\u003eRecommendations\u003c/em\u003e\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe research recommends the implementation of psychological support programs for teachers and workshops to develop effective interaction skills with children.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThis study, titled \u0026quot;[ The Impact of Teachers\u0026apos; Mental Health on Child Personality Development in Kindergarten],\u0026quot; was reviewed and approved by the [Imam Abdulrahman Bin Faisal University through an Expedited review on Sunday ,January [15-1-2025]. The IRB/ethics committee has determined that this research meets all ethical standards for the protection of human subjects, including informed consent and confidentiality. The approval number for this study is [(IRB-2025-28-569)\u003c/p\u003e\n\u003cp\u003eAuthor Contribution\u003c/p\u003e\n\u003cp\u003eS.B. Mansour: Wrote the main manuscript, conducted the literature review, and supervised the research. Also performed data analysis and prepared figures and graphs.Dawsari, N.: Contributed to data collection, wrote parts of the discussion section, and coordinated the references.Al-Mubarak, T.: Participated in data gathering, wrote some sections in the introduction, and assisted in proofreading.Al-Masaad, J.: Engaged in field research, compiled information, and wrote the results section.Al-Hajri, F.: Analyzed the preliminary data and summarized the findings, and wrote part of the discussion.Al-Ashoor, Kh.: Assisted in preparing tables and figures and wrote a paragraph about the results.Al-Zahrani, D.: Contributed to final text revisions and formatted the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAbdel Hamid Hassan, \u0026amp; Osama Omar. (2022). 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American Psychological Association. https://doi.org/10.1037/12076-000\u003c/li\u003e\n \u003cli\u003eShonkoff, J. P., \u0026amp; Phillips, D. A. (Eds.). (2000). \u003cem\u003eFrom neurons to neighborhoods: The science of early childhood development\u003c/em\u003e. National Academies Press. https://doi.org/10.17226/9824\u003c/li\u003e\n \u003cli\u003eZinsser, K. M., \u0026amp; Curby, T. W. (2019). Teacher emotional support and student engagement: The role of teacher emotional regulation. \u003cem\u003eJournal of Educational Psychology, 111\u003c/em\u003e(6), 1060-1072. https://doi.org/10.1037/edu0000314\u003c/li\u003e\n \u003cli\u003eZhang, X., \u0026amp; Zhao, W. (2020). Mindfulness and psychological distress in kindergarten teachers: The mediating role of emotional intelligence. \u003cem\u003eInternational Journal of Environmental Research and Public Health, 17\u003c/em\u003e(8212), 1-11. https://doi.org/10.3390/ijerph17218212\u003c/li\u003e\n \u003cli\u003eAl-Shamrani, F. A., \u0026amp; Ben Kdasa, T. A. (2022). Psychological resilience and its relationship with self-esteem among kindergarten teachers. \u003cem\u003eJournal of Educational Sciences\u003c/em\u003e. Retrieved from https://search.mandumah.com/Record/1436897\u003c/li\u003e\n \u003cli\u003eHabibi, N. H. M. S., \u0026amp; Ikhlas, A. R. S. (2024). Psychological stress and its relationship with work motivation among kindergarten teachers. \u003cem\u003eJournal of Arts College, 33\u003c/em\u003e(64), 113-157. https://doi.org/10.21608/qarts.2024.288723.1951\u003c/li\u003e\n \u003cli\u003eAbu Al-Ezz, A. M. (2017). Life skills for children considering the prophetic educational curriculum: An analytical study (master\u0026apos;s thesis, Faculty of Education, Asyut University).\u003c/li\u003e\n \u003cli\u003eAl-Jubouri, H. (2018). 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Teacher wellbeing: The role of emotional regulation in educational settings. \u003cem\u003eInternational Journal of Educational Research\u003c/em\u003e, 20(4), 45-58. https://doi.org/10.1016/j.ijer.2019.101000\u003c/li\u003e\n \u003cli\u003eBright, H., \u0026amp; Taylor, L. (2020). The effects of stress on social skills development in children. \u003cem\u003eChild Psychology Journal\u003c/em\u003e, 19(3), 98-110. https://doi.org/10.1080/14736080120540023\u003c/li\u003e\n \u003cli\u003eEvans, S. (2016). The relationship between teacher stress and student behaviors. \u003cem\u003eEducational Research Review\u003c/em\u003e, 18(1), 25-39. https://doi.org/10.1016/j.edurev.2016.09.001\u003c/li\u003e\n \u003cli\u003eBriggs, C., \u0026amp; Taylor, W. (2020). The impact of teacher stress on student social skills. \u003cem\u003eJournal of Educational Psychology, 112\u003c/em\u003e(4), 567-582. https://doi.org/10.1037/edu0000432\u003c/li\u003e\n \u003cli\u003eCollins, R., \u0026amp; Miller, J. (2021). Teacher stress and children\u0026apos;s behavioral outcomes: A correlational study. \u003cem\u003eEducational Research Review, 16\u003c/em\u003e, 89-104. https://doi.org/10.1016/j.edurev.2021.100451\u003c/li\u003e\n \u003cli\u003eEving, L., \u0026amp; Wolfe, J. (2016). Stress and its effects on teacher-child interactions. \u003cem\u003eEarly Childhood Education Journal, 44\u003c/em\u003e(2), 115-124. https://doi.org/10.1007/s10643-015-0682-z\u003c/li\u003e\n \u003cli\u003ePritchard, A., \u0026amp; Wusk, M. (2019). Teacher mental health and child development: A systematic review. \u003cem\u003eChild Development Perspectives, 13\u003c/em\u003e(3), 153-159. https://doi.org/10.1111/cdep.12333\u003cspan dir=\"RTL\"\u003e\u003c/span\u003e\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Mental health, Kindergarten teachers, Child personality development, Preschool stage, Psychological growth, Social interaction","lastPublishedDoi":"10.21203/rs.3.rs-5798174/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5798174/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis 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.\u003c/p\u003e\n\u003cp\u003eResults 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.\u003c/p\u003e","manuscriptTitle":"The Impact of Teachers' Mental Health on Child Personality Development in Kindergarten","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-20 04:57:07","doi":"10.21203/rs.3.rs-5798174/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dff47223-b51f-44c5-b2b6-b59c69036454","owner":[],"postedDate":"January 20th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-20T04:57:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-20 04:57:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5798174","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5798174","identity":"rs-5798174","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}