Nurturing the Nurturers: A Review of Preschool Teachers’ Well-Being

Asha Menon

Nurturing the Nurturers: A Review of Preschool Teachers’ Well-Being

Author(s)	Dr. Asha Menon
Country	India
Abstract	The early childhood years constitute a critical period of development in which children establish the foundations for cognitive, social, emotional, physical, and language development. Preschool teachers play a significant role in creating responsive, stimulating, and emotionally secure learning environments for young children. However, the well-being of preschool teachers has received comparatively less attention than the well-being and developmental needs of children. Teaching young children is emotionally demanding and requires patience, creativity, continuous engagement, effective communication, classroom management, and collaboration with families. In addition, teachers may experience workload pressures, inadequate remuneration, limited professional recognition, insufficient resources, role ambiguity, and challenges associated with maintaining work–life balance. These factors can adversely affect teachers’ physical, psychological, social, and professional well-being and may subsequently influence the quality of teacher–child interactions and early childhood learning environments. The present review examines the concept of preschool teacher well-being, factors influencing it, its relationship with professional functioning, and strategies for promoting teacher well-being. The review highlights the importance of supportive leadership, professional development, collegial relationships, manageable workloads, recognition, autonomy, mentoring, and institutional wellness initiatives. It also emphasizes that teacher well-being should not be viewed merely as an individual responsibility but as a shared responsibility involving educational institutions, administrators, teacher-education institutions, families, and policymakers. Nurturing preschool teachers is essential for developing sustainable, responsive, and high-quality early childhood education systems.
Keywords	Preschool teachers, teacher well-being, early childhood education, occupational stress, burnout, professional well-being, emotional well-being, teacher support
Field	Sociology > Education
Published In	Volume 7, Issue 5, September-October 2026
Published On	2026-09-27

View / Download PDF File

E-ISSN 3048-7641

doi

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 6 Cover Page Vol 7 Isu 4 Cover Page Vol 7 Isu 3

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About AIJFR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-79-39-59	editor@aijfr.com

Advanced International Journal for Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Nurturing the Nurturers: A Review of Preschool Teachers’ Well-Being

Share this