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

Authors

  • Muzamil Hussain AlHussaini Qurtuba University
  • Ishaq Amanat
  • Nousheen Munawar

Keywords:

Development, childhood, classrooms, teaching practice, well being

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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References

Ref 1

Akhtar Hussain Sajid

Senior Headmaster

Educationist

Contact : 03447974512

Ref :2

Dr Muhammad Shah

Chairman Qurtuba University DIKhan

Contact :03440757450

Ref 3:

Dr Khuda Bux

HOD GC University FSD (Education Department )

Contact : 03009110512

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Published

2024-06-30

How to Cite

AlHussaini, M. H., Amanat, I., & Munawar, N. (2024). Impact Impact of Professional Development Programs on Early Childhood Teachers’ Well-being and Classroom Practices. JECCE, 8(1). Retrieved from https://ojs.aiou.edu.pk/index.php/ecce/article/view/1982

Issue

Vol. 8 No. 1 (2024): JECCE

Section

Articles

License

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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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