Teacher Internal Problems and Human Resource Quality in Early Childhood Education

Abstract

Teachers in early childhood education (ECE) face distinctive emotional demands that shape both their well-being and the quality of educational human resources. This study examines teachers’ internal problems particularly emotion regulation, learning orientation, and professional engagement and their implications for human resource quality in ECE. A qualitative descriptive case study was conducted at PAUD Attaqwa, Mojokampung, Bojonegoro, Indonesia, involving ten teachers and one non-teaching staff member. Data were collected through one month of observation, interviews, and documentation (5 September–1 October 2026), and analyzed thematically. The findings revealed different patterns of professional engagement, learning orientation, and emotional regulation among participating teachers. One pattern reflected intrinsic learning motives, proactive problem-solving, and deliberate emotional control; another reflected externally driven motives, reliance on existing routines, and withdrawal during interpersonal conflict. These patterns are contextual and not intended for statistical generalization. The study contributes a three-layer conceptual framework psychological, professional/regulatory, and spiritual that integrates emotion regulation, teacher competence regulation, and value-based patience. The findings suggest that attention to teachers’ emotion regulation deserves a place in continuing professional development, preventive classroom management, supportive leadership, collegial climate, and reduced administrative burden.