The emotional social Competence of kindergarten teachers

Abstract

    The current research aims to reveal the emotional social competence among kindergarten teachers and whether there are statistically significant differences in the level of emotional social competence attributed to the variable (social status, years of service). The sample of the research consisted of (110) kindergarten teachers during the 2024/2025 academic year, selected using convenience sampling. To achieve the research objectives, the emotional social competence scale developed by (Zhou & Ee, 2012) was applied after verifying its validity and reliability. 

The results of the research showed a high level of emotional social competence, with mean scores ranging between (3.63 - 4.18). The domain of relationship management ranked first with the highest mean score of (4.18), while the domain of self-management ranked last with a mean score of (3.63). The overall mean score for emotional social competence among kindergarten teachers was (3.93), and there were statistically significant differences (α = 0.05) attributed to years of service, with an F value of 13.187 and a statistical significance of 0.000, with differences in favor of those with 10 years or more of service. There were no statistically significant differences (α = 0.05) attributed to social status, with an F value of 0.048 and a statistical significance of 0.827.