The Role of Kindergarten Teachers in Developing Social Skills Among Preschool Children in Light of some Variables

Abstract

This study aims to identify and evaluate the role of kindergarten teachers in developing social skills among kindergarten children in Al-Bayda, Libya, and to determine the factors that influence the role of kindergarten teachers in promoting the development of these skills. A descriptive analytical methodology was employed, utilizing a primary questionnaire to collect data. The study sample consisted of 60 teachers from 20 different kindergartens under the Libyan Ministry of Education. The results showed that kindergarten teachers play a positive and effective role in developing children's social skills. However, this role faces several challenges and obstacles, most notably the lack of training programs, heavy workloads, and limited technical and financial resources. The study recommends the necessity of focusing on the continuous professional development of kindergarten teachers, providing a supportive learning environment, and strengthening cooperation between kindergartens and families to contribute to more effective development of children's social skills.