Understanding the Perceptions of Teachers regarding Emotional and Psychological Status of Students at Higher Education Level

Abstract

The school has a vital role to play in developing status and it should be a major goal of education. The aim of the present study was to generate knowledge about how emotional and psychological wellbeing of children in preschool education is implicit by pre-service preschool teachers. The research study was descriptive in nature and survey method was used. A teacher from public elementary schools from District Bagh of Azad Jammu & Kashmir was selected as the population of the study. With the use of convenient sampling technique total 100 teachers in which 50 male and 50 female elementary school teachers were selected as the sample of the study. For data collection an adapted questionnaire with 25 statements was used. Data were analyzed, with the use of SPSS V 20.0; furthermore t-test, Chi-Square test, and ANOVA were applied. The results indicate that pre-service teachers of preschools suggest that the perception of emotions, psychological, and cooperation skills are very important skills that should be developed for the positive learning goals. This study recommends that the absence of teachers’ training regarding psychological issues and emotional literacy skills, the pressure for achieving learning goals and the absence of teacher emotional status are among the main obstacles that hamper the development of children’s emotional and psychological condition. Research findings may be employed to the design of preschool education curricula that should prioritize preschoolers’ level.