Published February 17, 2026 | Version v1
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PSYCHOLOGICAL AND ORGANIZATIONAL FACTORS IN ENHANCING TEACHERS' WORK EFFICIENCY IN THE PRESCHOOL EDUCATION SYSTEM

Authors/Creators

  • 1. A master's student at Puchon University in Tashkent.

Description

This article examines the psychological and organizational factors that influence the work efficiency of teachers in the preschool education system. The study emphasizes the importance of integrating psychological principles into management practices to optimize teacher performance and enhance the quality of early childhood education. It explores theoretical frameworks, reviews national and international literature, and presents practical recommendations for improving teacher productivity. The research highlights the interconnection between organizational support, leadership strategies, motivation, and teachers’ psychological well-being.

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References

  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
  • Leithwood, K., & Jantzi, D. (2005). Transformational Leadership. In B. Davies (Ed.), The Essentials of School Leadership. London: Sage.
  • Maslach, C., & Leiter, M. P. (2008). Early Predictors of Job Burnout and Engagement. Journal of Applied Psychology, 93(2), 498–512.
  • OECD. (2019). Teaching and Learning in Early Childhood Education and Care. Paris: OECD Publishing.