Early childhood teachers' self-reported emotional wellbeing in relation to their classroom interactions in Chitral: A mixed method study

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Department

Institute for Educational Development, Karachi

Abstract

The Emotional Well-Being (EWB) of Early Childhood Teachers has emerged as a concerning issue that affects classroom interaction and learning quality. The emotional state of teachers not only affects their professionalism and resilience but also shapes the socio-emotional climate of early childhood classrooms. Within the context of Chitral, KPK, where ECE is still evolving, along with the challenges such as resource limitations and administrative issues. Hence, understanding teachers’ emotional experiences becomes concerning. 
The purpose of this study was to examine ECE teachers' self-reported emotional well-being and their interactions with students in their classrooms within the context of Chitral, KPK. The study employed an explanatory sequential mixed-method design, which was completed in three phases. In the first phase, the researcher explored teachers' self-reported emotional well-being through a cross-sectional survey design, and the questionnaire was shared online through Google Form among one hundred and ten (110) teachers working under the same organization. In the second phase, qualitative data were collected through classroom observations and interviews to explore teacher-student interactions in ECE classes in Chitral, KPK. The qualitative data were collected from four teachers who were purposively selected based on the quantitative results. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically. Quantitatively, the results indicate that most ECE teachers in Chitral perceive themselves as emotionally stable, have support and appreciation from the administration, and can balance personal and professional responsibilities. However, qualitative findings revealed a more complex reality. Teachers reported challenges, including heavy workload, administrative pressure, high parental expectations, overcrowded classrooms, and disruptive student behaviors. This often left them emotionally drained. These challenges show that teachers’ well-being, though marked by resilience and commitment, remains fragile. Ensuring sustainable, positive teacher-student interactions requires organizational recognition and reforms such as reducing workload, providing professional and emotional support, fostering empathetic leadership, and valuing teachers’ voices.

First Page

1

Last Page

97

This document is available in the relevant AKU library.

Share

COinS