SELF-EMOTIONAL MANAGEMENT SKILLS OF PRESCHOOL TEACHERS: A CASE STUDY IN PRESCHOOLS IN BINH XUYEN DISTRICT, VINH PHUC PROVINCE, VIETNAM

Nghiem Thi Duong, Tran Thi Nguyet

Abstract


Self-emotional management skills for preschool teachers encompass self-recognition of emotions, emotional control, emotional regulation, and effective utilization of emotions. This study focuses on preschool teachers in Binh Xuyen District, Vinh Phuc Province, Vietnam, assessing their self-reported proficiency in these areas. The findings indicate that these teachers generally rate their self-emotional management skills as relatively strong. This serves as a valuable foundation for further skill development, enabling teachers to perform their roles more effectively. Enhancing these skills can contribute significantly to improving the quality of childcare, nurturing, and education in Vietnamese preschools, especially within the current context of educational reform.

 

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Keywords


skills, self-emotional management, preschool teachers, preschools

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References


Central Committee of the Communist Party of Vietnam. (2013). Resolution No. 29-NQ/TW dated November 4, 2013, on fundamental and comprehensive innovation in education and training to meet the requirements of industrialization and modernization within the context of the socialist-oriented market economy and international integration.

Ministry of Education and Training. (2018). Professional standards for preschool teachers (Issued with Circular No. 26/2018/TT-BGDĐT, dated October 8, 2018).

Ministry of Education and Training. (2021). Consolidated document No. 01/VBHN-BGDĐT dated April 13, 2021, issued by the Minister of Education and Training, on the preschool education program.

Ho Lam Hong. (2012). Preschool teacher professional curriculum. Hue University Publishing House.




DOI: http://dx.doi.org/10.46827/ejes.v11i12.5688

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