The Most Significant Problems Facing Kindergarten Teachers in Sabratha Municipality

Abstract

This study investigates the primary challenges encountered by kindergarten teachers in the Municipality of Sabratha. Employing a descriptive-analytical correlational approach, the research surveyed the entire population of public and private kindergarten teachers in the region (N = 95) via a structured questionnaire. Data analysis revealed varying degrees of institutional and operational challenges. Building-related issues generally scored at a medium level, though critical infrastructure deficits—specifically the absence of children's story libraries—require immediate intervention. Child-related challenges ranged from medium to high levels, primarily centering on behavioral issues and engagement within the learning environment. Conversely, parent- and curriculum-related factors presented minimal challenges, scoring low across nearly all indicators, though low parental involvement in managing child behavior and minor gaps in student participation during activities were noted. Administrative challenges were similarly low to moderate, with the imposition of registration fees emerging as the sole significant grievance, otherwise indicating a generally positive teacher-administration relationship.