In the wake of the COVID-19 pandemic, the educational landscape experienced unprecedented disruption, particularly within early childhood education. A recent study published in ICEP by Major, Santos, Pereira, and colleagues probes deeply into the psychological factors influencing preschool teachers and their classroom management strategies during this challenging period. The research illuminates the potency of specialized teaching programs tailored to support educators navigating unprecedented stressors and evolving pedagogical demands brought about by the pandemic.
The central thrust of this investigation lies in understanding how psychological resilience among preschool teachers correlates with their efficacy in managing classrooms during global crises. Preschool educators often serve as the bedrock of early development, yet their mental well-being can be considerably impacted by the abrupt transition to remote teaching, hybrid models, and the need for enhanced health protocols. The study meticulously evaluates the interplay between these psychological elements and practical classroom management techniques to reveal how targeted interventions can bolster both teacher mental health and student outcomes.
The researchers developed a comprehensive teaching program explicitly designed for preschool teachers grappling with the multi-layered challenges imposed by the pandemic. This program integrated cognitive-behavioral support, stress management techniques, and innovative classroom management methodologies adaptable to both in-person and virtual settings. By delivering this program during the pandemic, the researchers were able to assess real-time effectiveness and pave the way for future educational policy frameworks addressing teacher support systems.
One of the pivotal findings underscores that psychological factors such as anxiety, burnout, and perceived self-efficacy significantly influenced how teachers managed their classrooms. Those educators exhibiting higher resilience and lower stress levels demonstrated more adaptive and flexible classroom management practices. Crucially, the intervention program contributed to enhancing teachers’ coping mechanisms, facilitating a smoother transition between different teaching modalities mandated by pandemic-related restrictions.
The methodology adopted in this study was robust, employing both quantitative and qualitative measures to capture a nuanced picture of teacher experiences. Surveys administered before and after participation in the teaching program quantified changes in psychological well-being and classroom management effectiveness. Meanwhile, in-depth interviews provided insights into the subjective experiences of educators, revealing nuanced challenges and breakthroughs that numbers alone could not capture.
In highlighting the psychological burdens shouldered by preschool teachers, the study draws attention to an often-overlooked segment of the educational workforce. Early childhood educators typically receive less institutional support compared to their counterparts in higher grades, a disparity exacerbated during the pandemic. By tailoring intervention programs to this demographic, the authors advocate for a paradigm shift in educational support, emphasizing mental health as integral to teaching efficacy.
The classroom management practices examined include strategies for maintaining student engagement, managing behavioral issues, and fostering a positive learning environment — all of which took on new complexity in virtual and hybrid classroom settings. The research shows that the teaching program empowered teachers with tools to create more structured yet flexible classroom environments, enabling better adaptation to fluctuating circumstances without sacrificing educational quality.
A noteworthy aspect of this program is its scalability and adaptability, attributes critically important for addressing future disruptions. The researchers designed modules that can be customized according to varying levels of pandemic-related restrictions and resource availability, making it a versatile model for diverse educational contexts. This adaptability has promising implications for broader application beyond the COVID-19 crisis.
Moreover, the study touches upon the significance of peer support and collaboration as reinforcing mechanisms within the teaching program. By encouraging shared experiences and collective problem-solving, the intervention fostered a community of practice amongst preschool teachers. This communal approach contributes to sustained psychological well-being and collective efficacy, potentially mitigating teacher attrition rates during periods of stress.
The integration of technology within classroom management is another focal point examined. The abrupt reliance on digital tools presented both obstacles and opportunities. Teachers in the program reported increased confidence in leveraging educational technology to maintain student interaction and instructional continuity, highlighting the importance of equipping educators with digital literacy skills alongside psychological support.
The implications of this research extend beyond the immediate context of the pandemic. They underscore the critical role of holistic support structures that address both the mental health and professional development needs of educators. As the world anticipates potential future disruptions, educational systems can draw on these insights to build resilience and ensure continuity in early childhood education, which is foundational to lifelong learning.
In summary, the study by Major et al. offers a compelling case for the integration of psychological support and adaptive classroom management training within teacher professional development frameworks. By demonstrating the effectiveness of such a program during one of education’s most trying eras, it provides a blueprint for sustaining early childhood education excellence amid crisis. The research advocates a vision of education that prioritizes teacher well-being as inseparable from student success.
Policymakers, education administrators, and teacher training institutions are urged to consider these findings when designing future educational strategies. By institutionalizing supportive interventions and fostering environments where teachers can thrive psychologically and professionally, the broader educational ecosystem stands to benefit substantially. This study is a clarion call for reinvigorated focus on educators’ mental health as a cornerstone of quality education.
Furthermore, the longitudinal potential of this research invites follow-up studies to explore the durability of the program’s benefits over time. Understanding long-term impacts on teacher retention, classroom environment quality, and ultimately, child developmental outcomes could solidify the transformative potential of such interventions. This area promises rich avenues for ongoing inquiry and policy innovation.
In essence, the work conducted during the tumult of the COVID-19 pandemic offers lessons that resonate far beyond its specific context. It reaffirms the intimate connection between teacher psychological health and educational practice, urging systemic change in how early childhood education supports its indispensable workforce. In doing so, it sets a precedent for resilience, adaptability, and holistic care in teaching professions worldwide.
Subject of Research: Psychological factors affecting preschool teachers and their classroom management practices during the COVID-19 pandemic; evaluation of a teaching program’s effectiveness.
Article Title: Psychological factors and classroom management practices of preschool teachers: The effectiveness of a teaching program delivered during the COVID-19 pandemic.
Article References:
Major, S.O., Santos, A.I., Pereira, M.D. et al. Psychological factors and classroom management practices of preschool teachers: The effectiveness of a teaching program delivered during the COVID-19 pandemic. ICEP 20, 1 (2026). https://doi.org/10.1186/s40723-025-00161-2
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