An Empirical Study of the Use of Educational Techniques to Change Preschool Educators' Attitudes Toward Their Profession

Abstract

Professional attitudes are one of the most important aspects that determine the level of success in one's work with preschool instructors as well as the quality of the professional activities that are performed. The purpose of this study was to evaluate the efficacy of psychological approaches in influencing the attitudes of preschool teachers in order to favorably modify the participants' emotions and professional behaviors, which would ultimately result in participants having a more positive attitude toward their work. We recruited 70 preschool teachers from among the 347 participants who made up the entire sample. There were 36 teachers assigned to the experimental group, and 34 teachers assigned to the control group. The research utilizes psychological methods to influence the participants' perspectives on the nature of their work. After participating in the trial, the individuals' levels went from 1 and 2 to 4, according to the findings, which indicates that this change occurred immediately. The theory of teachers' professional attitudes and the actuality of the attitudes held by preschool teachers are discussed in relation to these findings. In addition, the administrator and educators are responsible for guiding the creation of the police document so that it satisfies the requirements of innovation, education, human resource development, current requirements, requirements of enterprises, employers, and employers, as well as satisfying the criteria for general education innovation.