WORKPLACE CHALLENGES AND COPING STRATEGIES OF KINDERGARTEN TEACHER ASSISTANTS

Authors

  • Khajidmaa Dashnyam Child Development Studies Department, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia
  • Myagmar Byambajav Department of Methodology, School of Pre-School Education, Mongolian National University of Education, Ulaanbaatar, Mongolia
  • Javzandulam Batsaikhan Child Development Studies Department, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia

DOI:

https://doi.org/10.46827/ejes.v13i7.6756

Keywords:

teacher assistant, workplace challenges, coping strategies

Abstract

This research article aimed to identify the challenges and concerns encountered by preschool teacher assistants in their workplace, examine the strategies they use to overcome these difficulties, and assess the validity and reliability of the research instrument employed in the study. The study included 212 teacher assistants selected through random sampling from 35 public and private kindergartens located in both Ulaanbaatar City and rural areas of Mongolia. Participants included teacher assistants with more than six months of work experience. The collected data were analyzed using SPSS Statistics 26.0 software. The findings revealed that excessive workload (M = 3.00, SD = 1.23), large numbers of children (M = 2.97, SD = 1.20), and children’s behavioral issues (M = 2.92, SD = 1.19) were the most significant workplace challenges experienced by teacher assistants. Regarding coping strategies, active coping approaches were most commonly used, including self-encouragement and positive self-motivation (M = 2.83), taking action to improve working conditions (M = 2.79), and viewing difficulties from a positive perspective (M = 2.78). Furthermore, teacher assistants who had participated in training related to workplace challenges and stress management reported significantly lower levels of perceived workplace challenges compared to those who had not received such training, t(212)=-2.582, p=.011. In addition, a moderate positive correlation was identified between the overall level of workplace challenges and the use of coping strategies, r=.423, p<.001. These findings provide important evidence for preschool education institutions, educational policymakers, and professionals seeking to develop professional support systems and psychological intervention programs for teacher assistants working in early childhood education settings.

Author Biographies

  • Khajidmaa Dashnyam, Child Development Studies Department, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia

    Khajidmaa Dashnyam is a lecturer in the Child Development Studies Department at the School of Preschool Education, Mongolian National University of Education. Her research interests focus on educational management, early childhood development, and learning environments for young children. She is actively involved in teaching and research activities related to preschool education and child development. In addition, she has co-authored several books on the Montessori approach together with Dr. Myagmar Byambajav.

  • Myagmar Byambajav, Department of Methodology, School of Pre-School Education, Mongolian National University of Education, Ulaanbaatar, Mongolia

    Dr. Myagmar Byambajav is a senior lecturer in the Department of Methodology at the School of Preschool Education, Mongolian National University of Education. She graduated from the Mongolian National University of Education and currently teaches courses on methods of teaching mathematics to young children in preschool education. Her research focuses on mathematics curriculum development in preschool and primary education, including curriculum content and continuity between preschool and primary school education.

  • Javzandulam Batsaikhan, Child Development Studies Department, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia

    Dr. Javzandulam Batsaikhan serves as Chair of the Child Development Studies Department in the School of Preschool Education at the Mongolian National University of Education. She teaches both undergraduate and graduate courses in Qualitative Research in Education, Action Research, Research Paradigms and Issues, and Quantitative and Qualitative Research Methods. Her research focuses on child learning and development, contextual issues in learning and teaching, preschool education curriculum, and the professional development of pre-service and in-service teachers.

    ORCID: https://orcid.org/0000-0002-3267-0012

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Published

2026-05-29

Issue

Vol. 13 No. 7 (2026)

Section

Articles

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