Impact Impact of Professional Development Programs on Early Childhood Teachers'  Well-being and Classroom Practices

Muzamil Hussain AlHussaini; Ishaq Amanat; Nousheen Munawar

doi:10.30971/jecce.v8i1.1982

Authors

Muzamil Hussain AlHussaini Qurtuba University, D.I.Khan
Ishaq Amanat Govt. Associate College, Phool Nagar
Nousheen Munawar College of Management and Science

DOI:

https://doi.org/10.30971/jecce.v8i1.1982

Keywords:

Development, classrooms, teaching practice, well being, childhood

Abstract

This research paper aims to examine the influence of professional development programs on the
well-being and classroom practices of early childhood teachers. With the increasing recognition
of the importance of early childhood education in shaping future outcomes, understanding how
professional development initiatives affect teachers' well-being and instructional methods is
crucial. This paper intends to conduct a systematic review of existing literature, synthesizing
findings from relevant studies to provide insights into the effectiveness of professional
development programs in enhancing early childhood teachers' well-being and promoting positive
classroom practices. The review considered various factors such as program content, duration,
delivery methods, and contextual variables to offer a comprehensive understanding and
implications for policy and practice.

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