The assessment of preschool children with ESSENCE symptoms: concordance between parents, preschool teachers and child psychologists.

BACKGROUND: It is important to detect children with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) in order to implement early intervention and support for the child and family. Standardized instruments for assessment in different contexts of behaviour problems, engagement and psychosocial health obtain an objective picture of the preschool child's mental health. AIM: To explore and compare parents', preschool teachers' and child health care psychologists' assessment of behaviour, everyday function, engagement, social interaction and psychosocial health in children with ESSENCE symptoms. METHOD: Parents of 152 children (114 boys and 38 girls, 4.5 ± 1 years) with ESSENCE symptoms, 155 preschool teachers and 8 child psychologists participated. Parents and preschool teachers assessed externalizing and internalizing behavioural problems using the Strengths and Difficulties Questionnaire (SDQ), including the SDQ supplement for assessing the impact of behavioral problems on daily function. Preschool teachers also assessed engagement and social interaction using the Children's Engagement Questionnaire (CEQ), and the child psychologists assessed psychosocial health with the Child Psychosocial Health Assessment (LillaLAPS) and template in conversations with parents of children with neurodevelopmental problems. RESULTS: Parents', preschool teachers' and child psychologists' assessment of the child's ESSENCE symptoms overall agreed. Both parents and preschool teachers see a strength in the child's social abilities. Differences in mean values show that parents assess more conduct, emotional symptoms and problems in daily life and more social skills, compared to the preschool teachers rating more peer problems. CONCLUSION: It is important to consider different contexts to identify the child's need for support in everyday life. Expanded use of validated screening instruments in clinical practice would promote detection of children not already identified as exhibiting neurodevelopmental problems.

REACh for the preschoolers; a developmental assessment tool for 2-5 year old children in Sri Lanka.

BACKGROUND: Preschool children in low resource settings are at higher risk of missing developmental potential due to the lack of standardized and validated methods for the timely detection of children with developmental delays or neurodevelopmental disorders. The preschool teacher is a non-specialist resourceful link within the community to detect and offer interventions early. This paper discusses the preliminary iteration of designing and testing the psychometric properties of a developmental assessment for children aged 24 to 60 months in Sri Lanka. This assessment is designed to be conducted by preschool teachers in their preschool setting. METHODS: Three processes followed: 1. Designing and development of the Ragama Early Assessment for Children (REACh) complete preschool developmental assessment and a tool kit 2. Testing and training teachers on conducting the REACh assessment 3. Preliminary assessment of the psychometric properties including content validity, internal consistency, interrater reliability and concurrent validity. RESULTS: A literature search identified 11 assessments and 542 items representing cognitive, social-emotional and adaptive, language and motor domains. Content validity was assessed to select and adapt items. A complete assessment tool was designed to be administered in four settings within the preschool. This was further improved during pre and pilot testing and teacher training. Cronbach's alpha measuring internal consistency was > 0.70 for cognitive, language, social-emotional and adaptive domains across all three age groups in 1809 children. Interrater reliability was > 65% for age groups 36-47 and 47- 60 months. Concurrent validity using a clinical gold standard demonstrated sensitivity of more than 0.75 for all age groups with variable specificities (24-35 months: 0.71, 36- 47 months: 0.43 and 48-60 months: 0.67) assessed in 75 children. CONCLUSIONS: This culturally and linguistically adapted tool was tested nationally in Sri Lanka. The inte-rrater reliability between teachers and research assistants was higher than 65% for all domains in children more than 36 months. The preliminary iteration confirms it as an acceptable screening assessment for all age groups but with significantly lower specificity in the 36-47 month age group. Further improvement in certain domains together with intense teacher training is likely to enhance the validity and reliability of the assessment. TRIAL REGISTRATION: Ethics clearance for the procedure was granted prospectively from the Ethics Review Committee, Faculty of Medicine, University of Kelaniya (ERC no. P 131/06/2018).

Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic.

This study collected monthly data between September 2020 and August 2021 to document the consequences of the COVID-19 pandemic for German preschool teachers during different pandemic phases. This longitudinal study investigated how subjective stress experiences and self-efficacy beliefs of preschool teachers (N = 279) change over time and explored associations on the inter- and intraindividual level. We observed phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. Results also highlight self-efficacy beliefs as a resource for preschool teachers, which should be strengthened to better face stress experiences.

Why and when surface acting interferes with family functioning: The role of psychological detachment and family-supportive supervisor behaviors.

Emotional labor is a well-documented work stressor that may have important implications for preschool teachers. Integrating conservation of resources theory and the stressors-detachment model, this study seeks to develop a moderated mediation model in which two forms of surface acting (i.e., faked positive emotions and suppressed negative emotions) would be indirectly associated with poor family functioning via psychological detachment, and the indirect association would be moderated by family-supportive supervisor behaviors. This study was investigated among 411 preschool teachers in Chinese society. Results revealed that both faked positive emotions and suppressed negative emotions led to impaired family functioning, and lack of psychological detachment mediated the detrimental effects. The moderated mediation analyses further showed that the mediated path became weaker for preschool teachers received more family-supportive supervisor behaviors. These findings deepen our practical and theoretical understanding of why and when surface acting impacts preschool teachers' family lives.

Preschool Teachers' Emotional Acting and School-Based Interactions.

How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacher-family, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or the deliberate expression or suppression of emotions to achieve organizational goals, in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed. Supplementary Information: The online version contains supplementary material available at 10.1007/s10643-022-01326-1.

The effect of the e-mentoring-based education program on professional development of preschool teachers.

The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTE:PT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTE:PT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTE:PT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTE:PT program supported preschool teachers' professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.

The prevalence and correlates of burnout among Chinese preschool teachers.

BACKGROUND: A series of studies have suggested that teachers are likely to experience professional burnout in various regions around the world. To date, no known research has been conducted to investigate the prevalence and correlates of burnout among preschool teachers in China. This study examined the level of self-reported burnout and correlates of burnout among Chinese preschool teachers. METHODS: A cross-sectional study was conducted among1795 preschool teachers in Tianjin, China, during August 2018-October 2018. The validated Chinese version of the 15-item Maslach Burnout Inventory was used to assess burnout. A self-administered questionnaire collected the sociodemographic factors. The psychological factors were collected by the Chinese version of the 20-item Center for Epidemiologic Studies Depression Scale (CES-D) and the Perceived Stress Scale-14. RESULTS: The prevalence of burnout in Chinese preschool teachers was 53.2% (95% CI:51%─56%). Burnout rate was significantly decreased in overweight (P = 0.001, OR = 0.58, 95% CI: 0.42-0.79) and obesity (P = 0.048, OR = 0.75, 95% CI: 0.56-1.00) teachers compared with teachers with normal weight. The type of school (P = 0.007, OR = 1.45, 95% CI: 1.11-1.91), income satisfaction (P = 0.001, OR = 0.67, 95% CI: 0.53-0.86), depression (P < 0.001, OR = 3.08, 95% CI: 2.34-4.05) and perceived stress (P < 0.001, OR = 1.15, 95%CI: 1.13-1.18) were significantly associated with burnout. CONCLUSIONS: The prevalence of burnout among preschool teachers in Tianjin, China, is high. Burnout was significantly associated with BMI, the type of school, income satisfaction, depression and perceived stress among Chinese preschool teachers.

Supporting language development in Lebanese preschools: SLT and pre-KT practice and perception of roles.

BACKGROUND: Speech and language therapists (SLTs) are increasingly engaging in school-based interventions targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children's needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in Lebanese preschools and the roles of SLTs in these contexts. AIMS: (1) To explore the perceptions and reported practices among preschool teachers (pre-KTs) to support language development; (2) to investigate the current practices of SLTs in preschools; and (3) to understand pre-KTs' and SLTs' perceptions of the SLTs' role in Lebanese preschools. METHOD & PROCEDURES: Using a quantitative method, the study reports the results of two questionnaires (one for pre-KTs and one for SLTs) that were developed based on a review of the academic literature and adapted to the contextual realities. Questionnaires were completed in hard or soft copy by pre-KTs and through an online survey by SLTs. OUTCOMES & RESULTS: The questionnaires were completed by 1259 out of 1442 pre-KTs from 175 Lebanese preschools, and by 200 out of 391 SLTs from across Lebanon. First, the findings show that both professional groups recognize they have a role in supporting language development. Second, differences in reported practices were identified regarding language strategies for children with communication needs. In particular, pre-KTs reported less use of specific language strategies targeting children with language difficulties, while SLTs reported that their practices in schools remain primarily focused on children with communication needs. Finally, the analysis of perceptions showed a lack of acknowledgement of the SLTs' role in the prevention of communication and language disorders among all children. CONCLUSIONS & IMPLICATIONS: This study provides an overview of the perceptions and reported practices of language development support in Lebanese preschools. The majority of SLTs and pre-KTs acknowledge their role in supporting language development. However, the slight differences in perceptions of SLT roles in prevention interventions highlight the necessity for SLTs to promote their active involvement in services targeting all children. Future research will investigate how SLTs are beginning to reconceptualize their role in intervention for preschool children. This will help to better define SLTs' roles and responsibilities in educational settings and foster effective professional collaboration. What this paper adds What is already known on the subject Collaboration between teachers and SLTs has been shown to be beneficial in supporting language among all children. The way SLTs and pre-KTs view each other's roles could result in more effective professional collaboration. The SLT profession in Lebanon emerged about 20 years ago, yet SLTs are still struggling to define a framework for the scope of their practice in Lebanese preschools and to increase awareness of the relevance of their intervention in language. What this paper adds to existing knowledge The results revealed that there are major agreements between pre-KTs and SLTs concerning the support of language development in preschools. However, the findings highlight slight differences in the perception of the SLTs' role in the prevention of communication, language and literacy disorders in educational settings. It seems that their role is more commonly acknowledged for children with identified language and communication needs. Moreover, despite the strong agreement between both professionals on the role of the SLT to target all children, SLTs' practices in preschools are still mostly limited to meeting only referred and diagnosed needs in children. What are the potential or actual clinical implications of this work? This study's findings contribute to a better understanding of the perceptions regarding the roles and practices of both groups of professionals in language development. The differences in how the SLTs' roles are perceived could lead to a more difficult implementation of collaborative language practices in preschools. It is therefore necessary to ensure a better understanding of the roles played by professionals, who could receive the relevant training in undergraduate education programmes. There is also a pressing need to provide a clearer definition of SLTs' roles in educational settings by reconceptualizing them into a preventive approach in collaboration with teachers.

Musculoskeletal disorders among preschool teachers: analyzing the relationships among relational demands, work meaning, and intention to leave the job.

BACKGROUND: Based on the conservation of resource (COR) theory by Hobfoll, the aim of the present study was to test whether the relationships among relational demands, work meaning, and intention to leave vary as a function of the presence of musculoskeletal disorders (MSDs). METHOD: The study was cross-sectional and non-randomized. Analyses were carried out on a dataset consisting of 429 preschool teachers, who filled out a self-report questionnaire. Of them, 238 reported a MSD diagnosis and 191 were free form MSDs. RESULTS: As expected, among those who reported MSDs, relational demands were significantly associated to intention to leave, and this relationship was mediated by work meaning; moreover, among those free from MSDs, no significant paths among the three variables were found. CONCLUSION: In general, results showed that suffering from MSDs impairs workers' ability to face to relational demands, thus activating a spiral that encompasses diminished work meaning and intention to leave. Practical implications of results will be discussed in the paper.

Protective factors for work ability in preschool teachers.

BACKGROUND: Work ability (WA) describes the physical and intellectual resources on which individuals can rely to respond to work demands. While several studies have investigated the protective role of work-related psychosocial factors on WA, only a few have examined differences across age cohorts. Moreover, few studies have investigated WA in the educational context and most of those did not consider preschool teachers. AIMS: To examine the role of psychosocial factors (support from colleagues, support from supervisors, work meaning, reward, skill discretion and autonomy) in sustaining WA among preschool teachers in different age cohorts. METHODS: A cross-sectional study of preschool teachers employed in the municipal educational services of a city in northwest Italy. Study subjects completed a self-reported questionnaire. RESULTS: Among the 706 study subjects, in the 35-44 age cohort, support from colleagues was positively associated with WA. In the 45-54 age cohort, WA was found to be associated with reward and skill discretion while in the 55-63 age cohort, work meaning was significantly associated with WA. CONCLUSIONS: Our findings indicate that potential protective factors for WA may differ between age cohorts. They also suggest that in order to sustain WA effectively, interventions in working populations should be tailored to employees' ages.

The comparative analysis of postural and biomechanical parameters of preschool teachers pre- and post-intervention within the ErgoKiTa study.

The ErgoKiTa study aimed to determine the musculoskeletal strain of preschool teachers and to identify and evaluate suitable prevention measures to reduce this strain. A comprehensive work analysis using objective and subjective methods was performed to determine the present work situation in preschools in Germany, and the results were used to derive suitable intervention measures. The musculoskeletal strain was determined by means of a comprehensive analysis of postures, forces and movements using the CUELA system and calculated as cumulative shift workloads. The intervention measures were evaluated in a pre- and post-intervention assessment for 12 participants. Significant alterations in the duration of postures were determined, specifically for the daily duration of knee-straining postures as well as the degree of trunk flexion between 60° and 90°, which were reduced from 8.4 to 3.1% and from 3.7 to 2.4%, respectively, following the intervention. Practitioner Summary: Research has shown that preschool teachers are at risk of developing musculoskeletal disorders. The effects of a situation-orientated and behaviour-orientated intervention approach were assessed with regard to awkward working postures. Significant alterations in the duration of postures following the intervention were found, specifically for knee-straining postures.

An explanatory framework of teachers' perceptions of a positive mealtime environment in a preschool setting.

Attending a preschool center may help preschoolers with growth and development that encourage a healthy lifestyle, including sound eating behaviors. Providing a positive mealtime environment (PME) may be one of the keys to fostering a child's healthy eating habits in the classroom. However, a specific definition of a PME, the components of a PME, or directions on how to create one have not been established. The purpose of this study, therefore, was to explore Head Start teachers' perceptions related to a PME and create a conceptual framework representing these perceptions. To achieve this purpose, researchers conducted 65 in-depth phone interviews with Head Start teachers around the US. Applying principles of grounded theory, researchers developed a conceptual framework depicting teachers' perceptions of PME, consisting of five key components: (1) the people (i.e., teachers, kitchen staff, parent volunteers, and children), (2) positive emotional tone (e.g., relaxed and happy), (3) rules, expectations, and routines (e.g., family-style mealtime), (4) operations of a PME (i.e., eating, socialization, and learning), and (5) both short- and long-term outcomes of a PME. With this PME framework, researchers may be able to enhance the effectiveness of nutrition interventions related to a PME, focusing on the factors in the conceptual framework as well as barriers associated with achieving these factors.

Exploring the relationship between mindfulness and burnout among preschool teachers: the role of dispositional equanimity and empathy.

The objective of this study is to delve into the underlying mechanisms between mindfulness and burnout among preschool teachers. Employing a cross-sectional research design, this study surveyed 1,980 Chinese preschool teachers using the Mindful Attention Awareness Scale (MAAS), Preschool Teacher Dispositional Equanimity Questionnaire (PTDEQ), Empathy Scale (ME), and Maslach Burnout Inventory for Educators (MBI-ES). The results revealed a significant negative correlation between preschool teachers' mindfulness and burnout. A mediation analysis demonstrated that dispositional equanimity served as a mediator between mindfulness and preschool teacher burnout. Furthermore, a moderation analysis indicated that empathy moderated the influence of dispositional equanimity on preschool teacher burnout. These findings suggest that mindfulness can enable preschool teachers to better cope with workplace challenges with a more peaceful mindset.

Development and validation of a novel questionnaire regarding vision screening among preschool teachers in Malaysia.

AIM: To develop and evaluate the validity and reliability of a knowledge, attitude, and practice questionnaire related to vision screening (KAP-VST) among preschool teachers in Malaysia. METHODS: The questionnaire was developed through a literature review and discussions with experts. Content and face validation were conducted by a panel of experts (n=10) and preschool teachers (n=10), respectively. A pilot study was conducted for construct validation (n=161) and test-retest reliability (n=60) of the newly developed questionnaire. RESULTS: Based on the content and face validation, 71 items were generated, and 68 items were selected after exploratory factor analysis. The content validity index for items (I-CVI) score ranged from 0.8-1.0, and the content validity index for scale (S-CVI)/Ave was 0.99. Internal consistency was KR20=0.93 for knowledge, Cronbach's alpha=0.758 for attitude, and Cronbach's alpha=0.856 for practice. CONCLUSION: The KAP-VST is a valid and reliable instrument for assessing knowledge, attitude, and practice in relation to vision screening among preschool teachers in Malaysia.

Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers.

This paper identifies preschool teachers' sources of stress, the times they experience high stress, and their ways of coping with stress levels. The study was conducted using a phenomenological design, one of the qualitative research models. The data were collected through semi-structured interviews with 36 preschool teachers working with children aged 0-6 in state and private schools. As a result of the content analysis, stressors were identified primarily at both interpersonal (positive and effective interactions) and organizational levels (school management and leadership style). It was also found that intense stress was experienced when children were difficult to control, such as during sleeping, eating, and cleaning. Finally, these results confirmed that the teachers used active/active behavioral, and passive/avoidant coping strategies. However, it was understood that preschool teachers perceived stress negatively, and did not see stress as a personal development situation. These results are discussed in terms of their ramifications for preschool education.

Preschool teachers' knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification.

LAY ABSTRACT: Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.

Mindfulness, teacher mental health, and well-being in early education: a correlational study.

This study analyzed the relationship between mindfulness and variables considered relevant for teacher-student interactions: teacher burnout, general stress, anxiety, depression, and quality of life. We hypothesized that mindfulness would relate negatively with mental health variables and positively with quality of life. We also explored which specific aspects of mindfulness would predict burnout, depression, anxiety, stress, and quality of life. Given the results of regression analyses, mediation models were performed to explore the mechanisms through which different facets of mindfulness affect quality of life. As predicted, the correlation analysis showed that mindfulness and its dimensions were positively associated with the quality of life of the teachers and burnout dimension of personal fulfillment and negatively associated with anxiety, depression, and stress (considering FFMQ total score and most of its dimensions). Consistently, regression analysis showed that the overall level of mindfulness, after controlling for the grade level at which the teacher works, showed significant associations with the level of personal fulfillment, depression, anxiety, stress, and quality of life. The results of the mediation analyses showed that the ability not to judge ourselves was associated with fewer symptoms of depression and stress and, through these pathways, positively affected quality of life. On the other hand, the ability not to react favored quality of life by reducing anxiety and stress. Finally, acting with awareness was the only facet of mindfulness that favored quality of life, affecting one of the dimensions of burnout.

Burden of Voice Use and Voice Disorders in Early Childhood Educators in Singapore.

It is well established that teachers are prone to voice-related problems. Much of existing literature focuses on grade-school teachers, and early childhood educators are an understudied demographic. This study aims to determine the burden of voice use and prevalence of voice disorders in early childhood educators in Singapore. METHODS: A cross-sectional survey was performed in 2022. This was sent via email to all registered preschools/kindergartens in Singapore. RESULTS: There were a total of 413 responses. Mean age of respondents was 37.4years (range 28-46years) and 99.0% were female. 67.0% were Chinese, 14.8% Malay, 9.5% Indian, and 8.7% Others. Regarding burden of voice use, 81.4% of respondents reported talking for extended periods of time (>30 minutes) and 74.5% reported having to sing on >1 occasion a day. 321/413 respondents (77.9%) had to shout or raise their voice at least once a day, whereas 128 of out 413 respondents (31.1%) reported having to scream at least once a day. Point prevalence of voice disorder (defined by VHI-10 >11 was 37.5% and sVHI-10 >12) was 47.2%. Over the preceding 12months, 72.2% of respondents experienced hoarseness on at least 4-7 occasions, with 41.4% losing their voice. While 52.5% of respondents have taken at least 1 sick day off due to an issue with their voice, only 38% has consulted a GP and 13.6% consulted an ENT specialist on at least one occasion. 45.8% have considered leaving the profession on at least one occasion. Factors significantly associated with both point prevalence and year-long prevalence of voice disorders include large class size of >20 students and needing to shout and/or scream >1 time/day.

The relationship between job stress and job burnout of preschool teachers during the COVID-19: The moderation of perceived organizational support.

BACKGROUND: COVID-19 poses great challenges for preschool teachers in China, which will increase the level of job stress and job burnout, and have an impact on the relationship between job stress, job burnout, and perceived organizational support (POS). However, few studies have examined trilateral relationships, especially the role of POS concerning job stress and job burnout of preschool teachers. OBJECTIVE: This study aimed to investigate the relationship among the three variables of job burnout, job stress, and POS, as well as explore the moderating effects of POS between job stress and job burnout. METHODS: A cross-sectional study was conducted among preschool teachers in six provinces of China. A total of 408 preschool teachers completed a self-report questionnaire, including three scales that measured job burnout, job stress, and POS respectively. The Pearson correlation coefficient and regression analysis were used to examine the relationship among variables. RESULTS: The results showed that job burnout among Chinese preschool teachers was at a medium level during the COVID-19 pandemic. Job stress was positively related to job burnout, and the POS was negatively related to job burnout. Additionally, POS moderated the relationship between job stress and job burnout and alleviated the adverse effects of job stress on the job burnout of preschool teachers. CONCLUSION: POS can play a moderating role between job stress and job burnout of Chinese preschool teachers during the COVID-19 pandemic.

The relationship between challenge-hindrance stress, professional identity, and emotional labor of Chinese preschool teachers.

BACKGROUND: Teaching will bring work stress and affect emotions, as well as require a high level of professional identity. However, few have examined trilateral relationships between work stress (in terms of challenge-hindrance stress), professional identity, and emotional labor among Chinese preschool teachers during COVID-19. OBJECTIVE: Based on the conservation of resource theory, this study aimed to examine the relationship between challenge-hindrance stress, emotional labor, and professional identity, as well as explore the mediating effects of professional identity between job stress and emotional labor among Chinese preschool teachers. METHODS: A cross-sectional study was conducted, with 753 preschool teachers completing a self-report questionnaire. Statistical analyses were conducted using SPSS 26.0 and included descriptive statistics, Pearson correlation analysis, regression analysis, and mediation effect testing. RESULTS: Research indicated that 1) challenge-hindrance stress was positively correlated with surface acting (r = 0.21, p < 0.01, and r = 0.28, p < 0.01) but negatively correlated with the expression of naturally felt emotions (r = -0.08, p < 0.05, and r = -0.12, p < 0.01); 2) Challenge-hindrance stress was negatively correlated with professional identity (r = -0.08, p < 0.05, and r = -0.20, p < 0.01); 3) Professional identity exhibited positive correlations with the three dimensions of emotional labor (r = 0.12, p < 0.01; r = 0.64, p < 0.01; and r = 0.56, p < 0.01) and partially mediated the relationship between challenge-hindrance stress and emotional labor. CONCLUSION: The study underscored that challenge-hindrance stress affected emotional labor directly and indirectly through the mediating role of professional identity. Interventions focusing on alleviating work stress and promoting professional identity through comprehensive training could effectively mitigate emotional labor among preschool teachers.