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ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1588793
Kindergarten Teacher Goals, Emotions, and Well-being Kindergarten Teacher Well-Being: Is Bad Stronger Than Good?
Provisionally accepted- University of Regensburg, Regensburg, Germany
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Forster et al. (2022) demonstrated that school teachers’ well-being is related to their educational goals and experienced emotions for students showing undesirable behaviors: the higher the goals and the more positive the emotions, the higher the reported well-being. By contrast, the goals and emotions for students showing desirable behaviors was unrelated to school teachers’ well-being. These findings demonstrated that the principle of “bad is stronger than good” extends to the influence of student behavior on school teacher well-being. The present study examined whether this principle also applies to the well-being of kindergarten teachers who typically focus more strongly on the social-emotional development of children. We measured kindergarten teachers’ (N = 250) affective, evaluative, occupational, and psychological well-being using established questionnaires, and their educational goals and experienced emotions for children showing undesirable (e.g., children who provoke others, disrupt activities, cause physical harm) and desirable (e.g., children who share toys, comfort others, tidy up) behaviors using photorealistic pictures. Replicating the pattern observed for scholl teachers, the higher the goals and the more positive the emotions for children showing undesirable behaviors, the higher the well-being. By contrast, well-being was unrelated to the goals and the positivity of emotions for children showing desirable behaviors. However, the well-being of the kindergarten teachers was not completely unaffected by children showing desirable behaviors, as well-being was higher the higher the emotional arousal was in response to such children. These findings suggest that kindergarten teachers’ well-being could be improved by helping them to set high educational goals and experience more positive emotions for children showing undesirable behaviors, and to experience higher arousal for children showing desirable behaviors.
Keywords: kindergarten teacher goals, kindergarten teacher emotions, kindergarten teacher well-being, Negativity bias, undesirable behavior
Received: 06 Mar 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Forster and Kuhbandner. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Markus Forster, University of Regensburg, Regensburg, Germany
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.