An Overview of Quality of Work Life among Teachers and Class

Assistants in Little Seed Preschool and Daycare during the

COVID-19 Pandemic

Josephine Krisdwiputri and Penny Handayani

Faculty of Psychology, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia

Keywords: Work Life, Early Childhood, COVID 19 Pandemic.

Abstract: In March 2020, PSBB policy was held due to the COVID-19 pandemic, and education was also affected by

the policy. The change of learning method from face-to-face to distance learning is certainly not an easy way

to be implemented. Little Seed Preschool and Daycare (LSPD) is one of the early childhood education

programs that has been affected by the necessity of implementing distance learning using online platform.

This change affected the quality of work-life owned by teachers and class assistants even though it is very

important in an educational institution. This study aims to explore the QoWL description of teachers and class

assistants of LSPD during the COVID-19 pandemic using the nine QoWL components according to Swamy,

Nanjundeswaraswamy, & Rashmi. These components are the work environment, organizational culture and

climate, relationships and cooperation, training and development, compensation and rewards, facilities, job

satisfaction and job security, autonomy of work, and adequacy of resources. The total main participants

include two teachers and two class assistants. Qualitative research was used with the descriptive writing

method. Data were then collected by qualitative interview method and processed using thematic analysis.

Data triangulations were also collected by interviews and observation and observation. The results showed

the QoWL of Little Seed's teachers and class assistants are still categorized as good although there were still

many aspects that can be improved. The relationship between co-workers and superiors strongly supported

these results because there was openness and a high sense of understanding to create more family atmosphere.

However, it can also have a bad effect if it is not balanced with the nature of professionalism. It is highly

recommended for the school to have proper procedures and activities for the teachers and class assistants.

1 INTRODUCTION

In March 2020, Jakarta and its surroundings had

undergone the PSBB period due to the COVID-19

pandemic that had hit Indonesia, particularly the

JABODETABEK area. Many sectors are affected by

this decision, one of which is the education sector

(United Nations Children’s Fund, 2020). The transfer

of learning from the face-to-face process to online

media is certainly not an easy thing. In their research,

(Srihartini & Lestari, 2021) found that online learning

is indeed difficult to do at the early childhood

education level because children still have a minimal

understanding of online media and cannot yet learn

independently. At the early childhood education level,

parents are still needed to supervise and guide learning

as well as submitting assignments for children's

learning outcomes. Minicozzi (in Hewi & Asnawati,

2020) explained that kindergarten educators have

more burdens and are difficult because they not only

have to prepare for learning but also pay attention to

the development of early childhood. This must also be

coupled with expertise in reflecting and analyzing

teaching activities to develop their abilities and also

follow-up plans (Anhusadar & Islamiyah, in

Khotimah, Sunaryati, & Suhartini, 2020).

Another challenge for teachers in early childhood

education during online learning period is the

adjustment of teaching methods that require teachers

to be close to children, both psychologically and

physically because early childhood education learning

is carried out with full play activities that are more

concerned on optimizing development than academic

achievement targets, thus teachers can form a safe and

comfortable atmosphere for children to learn (Maiza

& Nurhafizah in Agustin, Puspita, Nurinten, &

Nafiqoh, 2020). A safe and comfortable atmosphere in

children's learning is important because the future of

children is greatly influenced by the experiences of

Krisdwiputri, J. and Handayani, P.

An Overview of Quality of Work Life among Teachers and Class Assistants in Little Seed Preschool and Daycare during the COVID-19 Pandemic.

DOI: 10.5220/0010803300003348

In Proceedings of the 3rd Annual International Conference on Social Sciences and Humanities (AICOSH 2021), pages 17-24

ISBN: 978-989-758-603-3; ISSN: 2685-273X

children at an early age. With a good and strong start

at a child's early age, the chances of positive results

being obtained in the future also increase. On the other

hand, a weak foundation in children will significantly

increase the risk in their future (Tickell, 2011).

Little Seed Preschool and Daycare is one of the

early childhood education schools that has been

affected by the necessity of implementing distance

learning using online platform. Little Seed Preschool

and Daycare is a school that was established quite

recently (in the year 2018), hence the impact the

school received during this pandemic period became a

fairly formidable challenge due to the lack of stability

in income and savings. The existence of these changes

can affect the level of quality of work life of teachers

and class assistants.

Quality of work life can be interpreted as an

environment at work that can provide assistance in

improving the quality, happiness and work intention

of its workers (Elamparuthi & Jumbulingam, 2014).

Emadzadeh, Khorasani, & Nematizadeh (2012) said

that determining the level of quality of work life for

teachers is very important. This is because the

commitment of teachers holds a very important

position for the success of an educational institution.

With so many demands, high stress levels are possible

for teachers. The level of quality of work life can be

used as evidence of psychological needs being met or

not.

This coupled with the research of Marmoah and

Sujarwo (2019) which proved that the level of quality

of work life is directly involves with classroom

management skills. This is important because with

good classroom management, students can explore

their abilities and interests freely but still within clear

boundaries and with assistance from teachers and

class assistants (Stadler-Altmann, 2015). In other

words, high quality of work life not only improves the

quality of teachers and class assistants but also the

quality of school graduates following the achievement

goals.

There are nine components of quality of work life

according to Swamy, Nanjundeswaraswamy, &

Rashmi. Those nine components of quality of work

life are work environment, organizational culture and

climate, relationships and cooperation, training and

development, compensation and rewards, facilities,

job satisfaction and job security, autonomy of work,

and adequacy of resources (Swamy,

Nanjundeswaraswamy, & Rashmi, 2015).

1. Work environment: The work environment is

where an individual work. This environment is not

only where individuals do their job but also a place for

individuals to socialize with fellow employees who

work in the same place. A good work environment

will support the quality of work of individuals and will

improve good relationships between individuals with

fellow employees.

2. Organizational culture and climate:

Organizational culture and climate is a collection of

values, visions, and norms of the individuals who

work and the organization. Promotion opportunities

and evaluation methods will depend on the

organization's policies.

3. Relationship and cooperation: The relationship

and cooperation in question is communication

between employees and superiors as well as the

management of the organization regarding determined

decisions, conflicts, and problem management. The

good relationship that is formed should be based on

the abilities and potential possessed by the individual,

not by gender, race, and factors that are not related to

the quality of the work provided.

4. Training and development: Training and

development are organizational activities aimed at

increasing the capabilities and demonstrating the

potentials possessed by workers, both as individuals

and as groups.

5. Compensation and rewards: Compensation and

rewards that are commensurate with the ability and

effort gave by workers can motivate these workers as

well as other workers. With fair treatment according

to what workers give, healthy competition is formed.

6. Facilities: Supportive facilities for workers can

not only be good for their physical needs but also

emotionally. With good facilities, workers can

optimally and comfortably do their job.

7. Job satisfaction and job security: Job

satisfaction and security play an important role in how

a worker views their job. Jobs that can be profitable

and increase the interest of workers in the given task

will provide a good and high boost to the quality of

one's work. On the other hand, job security is also very

important because it can provide a sense of security in

the absence of sudden and unclear dismissals.

8. Autonomy of work: Giving autonomy in work,

provides creative and independent space for workers

to make choices and contribute to the group.

9. Adequacy of resources: The resources provided

must meet the standards following the objectives to be

achieved. These resources are not only related to the

material but also include time, number of workers, and

information.

AICOSH 2021 - The Annual International Conference on Social Sciences and Humanities (AICOSH) “Life After Pandemic: Perspectives,

Changes, and Challenges”

2 METHODS

Qualitative research was used to explore the quality of

work life of teachers and class assistants at Little Seed

Preschool and Daycare. Qualitative research is a type

of research that has a rich context and background so

that it deepens understanding and knowledge about

the daily lives of different people with different ways

of thinking, in different situations (Yin, 2016). The

writing method used is the descriptive method. The

total main participants include two teachers and two

class assistants. Purposive sampling or homogeneous

sampling to be exact was used to pick out the

participants.

Data were then collected by qualitative

interview method and processed using thematic

analysis.

The interview questions contained open ended

questions based on the nine components of quality of

work life proposed by Swamy, Nanjundeswaraswamy,

& Rashmi and also an adaptation of the close ended

quantitative questionnaires in one of the journals

written by Swamy, Nanjundeswaraswamy, & Rashmi

regarding the quality of work life.

The characteristics of the main research

participants were

Permanent teachers and class assistants

who work at Little Seed Preschool and

Daycare (Ruko Emerald Avenue 2, Blok

EB B No. 8, Bintaro Jaya, South

Tangerang, Indonesia, 15227).

Carry out the process of classroom teaching

with online media during the COVID-19

pandemic.

Has a high school diploma or equivalent

The researcher also interviewed several

individuals as triangulation data apart from the main

research participants. These individuals were

Principal of Little Seed Preschool and

Daycare

Foundation management and employee

coordinator for Little Seed Preschool and

Daycare

Class assistant in Little Seed Preschool and

Daycare who does not meet the criteria as

the main participant

3 RESULTS

a. Work Environment

All teachers and class assistants responded positively

to the working environment at Little Seed. The

explanation of the conditions of the work environment

is about mutual support, not pressured, openness, not

blaming each other, and kinship. The condition of the

work environment is felt to motivate work for all

individuals. This condition also does not only occur

with teacher and class assistant from the same class

but applies regardless of the limitations per class.

“Nah aku di little seed ini, baru nemu juga,

maksudnya nyaman juga di aku. Orangnya pada

baik-baik, pada welcome gitu saling bantu.” -TC

“I finally found what I was searching for here in

Little Seed, I mean I feel comfortable. The

coworkers are nice and are very welcome. We also

help each other” -TC (translation)

On the other hand, there was only one individual

who feels the work environment does not support their

productivity. The class assistant felt that her

productivity could be further increased if there was a

clear to-do list for everyone. This was stated because

she had to do work that should not be her

responsibility and her original responsibility

sometimes had to be replaced or resigned as a result of

this. In addition, there was only one teacher who felt

that her school responsibilities negatively affected her

personal and family life. This is very likely to happen

because, in addition to serving as a teacher, she is also

a school principal so that complaints from parents will

be accepted by her more often.

b. Organizational culture and climate

The majority of teachers and class assistants described

the organizational climate in Little Seed positively

with words such as flexibility but responsible,

openness, mutual support and that there is a clear

division of tasks. There was only one class assistant

who mentioned that the organizational climate at

Little Seed still needed improvement. She explained

the school's organizational climate by using the word

disorganized. This is very different from the

explanation given by one of the teachers, namely the

existence of a clear division of tasks.

“saling melengkapi lah kan sebenernya yang

penting -TC

“complementing each other is actually what's

important” -TC (translation)

“acak-acakan, ya itu lah. Gimana ya aku tuh

bingung ngomonginnya gimana, aku tuh orangnya

suka yang rapi” -MA

“disordered, yes that's it. I don’t really know how

to say it but I'm a tidy person” -MA (translation)

An Overview of Quality of Work Life among Teachers and Class Assistants in Little Seed Preschool and Daycare during the COVID-19

Pandemic

The differences that exist between teachers and

class assistants may very well occur because of the

different needs and habits of the two individuals. The

class assistant prefer neat schedule and division while

the teacher doesn't need it. This is under the results of

the researchers' observations while undergoing an

internship. The researcher found that the class

assistant asked in sufficient detail about the schedule

and activities and the teacher was often still confused

and had not thought that far because it was still a future

activity and could still be negotiated first.

Apart from the organizational climate, all teachers

and class assistants agree that there were no special

procedures imposed in school. The procedures for job

rotation, promotions, and rewards are not owned by

the school because these things do not exist yet.

However, procedures for providing comments and

suggestions were not available because each teacher

and class assistant can voice their opinions in a relaxed

and open manner between each other and superiors.

c. Relationships and cooperation

All teachers and class assistants felt that they have a

close relationship and good cooperation with co-

workers and superiors. Every teacher and class

assistant also said that they already had a high

attachment to Little Seed. All individuals also feel that

they are treated fairly and are often verbally

appreciated by their superiors.

“Anggep aja kita kayak temen tapi kita punya

kelas masing-masing gitu. tapi selesai ngajar apa

ya kita kumpul-kumpul aja gitu dah kayak temen

aja, cerita-cerita gitu.” -VO

“ Let's just say we're like friends but we have our

own classes to teach, but after class, we just get

together like friends, tell stories, something like

that."” -VO (translation)

Unfortunately, a class assistant still felt that the

school principal is less able to carry out her role as the

main leader and only played the role of a friend in

situations that require the role of a leader such as when

making decisions. Often many things can be decided

by superiors alone or there may be clear benchmarks

from the school, but this has not been done. This

sometimes leads to poor coordination and

miscommunication. In addition, communication about

changes is also sometimes done suddenly so that it

become less structured and lack clear roles. However,

the same individual stated that she was very

understanding of the conditions of her superiors and

was ready to help.

These things may very well occur due to the

thoughts of superiors who feel that giving freedom and

always having discussions is very important and can

increase abilities and kinship at Little Seed. This

treatment is certainly not wrong and is indeed proven

by the feeling of kinship felt by all teachers and class

assistants, but it is also important that there is a clear

structure and professional attitude as workers,

particularly if there are individuals who prefer

neatness and clear schedules.

d. Training and development

All teachers and class assistants have felt that there is

an opportunity given to develop their abilities with the

freedom and support provided. However, there were

no activities specifically organized by the school. In

addition, almost all teachers and class assistants stated

that they had attended training from school before the

pandemic. The training was said to be following the

needs but unfortunately, it has only been done once.

This creates high demand, particularly from class

assistants.

“pengen sih lebih sering ya. Ya paling kalau

misalkan dalam setahun ada lah beberapa kali

yah.” -EA

“I want it more often, at least like for example

there are several times in a year” -EA (translation)

e. Compensation and rewards

All teachers and class assistants thought that the salary

given by the school is in accordance with the

responsibilities given. This suitability is based on the

comparison of teachers and class assistants with their

old schools, as well as with other schools. Those

opinions of course does not reduce the fact that the

salary reduction that occurred due to the COVID-19

pandemic is troubling and increases the desire to get

the original salary, particularly for class assistants who

have high financial responsibilities for their families.

This opinion is also supported by the absence of

additional salaries, compensation, and promotions that

have been felt by teachers and class assistants.

However, all teachers and class assistants can

understand the conditions experienced by the school

hence the cuts that occurred are also captured with a

sense of understanding and gratitude for being able to

work.

“nah kenapa kok bisa bilang fair enough karena

memang dengan dengan nominal yang diberikan

dan jam kerja dan load yang diberikan sesuai” -

“I can say it's fair enough because the salary given

with the working hours and load given are

accordant” -TO (translation)

AICOSH 2021 - The Annual International Conference on Social Sciences and Humanities (AICOSH) “Life After Pandemic: Perspectives,

Changes, and Challenges”

The need of more stable salary was most felt by

one of the class assistants who was entrusted by her

family to be the main source of income in the family.

This does not cover the fact that she felt that the salary

given is deemed to be in accordance with the

responsibilities given. On the other hand, there is also

thoughts from other class assistants that there should

be a complete explanation of the additional salary that

can be obtained if you do extra work. The explanation

had indeed been explained orally at the time of

admission as a class assistant, but there were no

written details so there was less evidence of this.

The existence of a salary that is deemed sufficient

in accordance with the existing responsibilities is

probably supported by the openness of the school,

teachers and class assistants. From the beginning

when negotiating salary, the school also looked up the

condition of the teachers and class assistants. When

there is a salary cut during this pandemic, the same

thing is also done.

f. Facilities

There are only few facilities that are felt by teachers

and class assistants at Little Seed. This is because the

money for transportation and food is already included

in the monthly salary given. However, with minimal

facilities, almost all teachers and class assistants feel

that their needs have been met.

One of the class assistants felt that their needs are

barely met. The same individual also received input

from outsiders that schools should provide clear

facilities for their workers. This difference may very

well occur because of a higher financial need than

other individuals.

The security facilities at the school are deemed to

have met the minimum criteria. There is simple but not

too many security tools that can also be taught because

the school is in a shop house so that the evacuation

route is only one door. In addition, for teachers and

class assistants, there are two meanings of employee

welfare. Some individuals explain it with the

suitability of what is given with what is obtained and

there is an explanation with comfort in working.

Unfortunately, there was no clear activity for

improving the employee welfare. Some class

assistants felt that schools should provide a special

place for teachers and class assistants to complain and

share their experiences while teaching. Those opinion

arises from the lack of special activities carried out to

improve the welfare of employees from the school and

usually talking about complaints has indeed occurred

but only in a relaxed and not coordinated manner. By

bringing up this idea, it does not mean that teachers

and class assistants don't have time to talk and relax

together, but that there isn't a clear platform.

“sejauh ini belum ada. Maksudnya ya itu balik

lagi, karyawan itu kurang di maintenance,

maksudnya apa sih, secara serius ya maksudnya.

balik lagi wadahnya itu belum ada.” -MA

“So far nothing has been done. I mean, the

employees are lacking in maintenance, I mean

there are no special occasions made for the

employess.” -MA (translation)

g. Job satisfaction and job security

All teachers and class assistants felt happy,

comfortable, safe, and proud to work at Little Seed. In

addition, all participants also felt that there is an

opportunity to use their abilities. Some of the teachers

and class assistants also compared their experiences at

their old school or friends' schools with their current

experiences at Little Seed. In this comparison, Little

Seed was found to be much more supportive and

emotionally bringing happiness. This is in accordance

with the results of the researchers' observations while

undergoing an internship. All the teachers and class

assistants entered the school building with smiles.

When there was a discussion, each individual gave

suggestions and opinions in a relaxed manner and

other individuals will give opinions or appreciation for

these suggestions. Teachers and class assistants also

often shared stories and unpleasant experiences at the

old school and compare them to Little Seed.

“Karena udah pengalaman di beberapa sekolah,

Jujur aku tertekan dan tidak happy. Jadi begitu

sekarang aku happy sih.” -VO

“Based on my experience in teaching, I used to feel

pressured and not happy while working. When I

moved here, I feel happy.” -VO (translation)

The difference was in situations that can cause

stress. The teachers felt that dealing with some parents

becomes something that can be an unpleasant event

because of parents dissatisfaction which was

sometimes not the fault of the school. Meanwhile, the

class assistants felt that the sudden changes and some

technical actions on the part of Little Seed were

sometimes a burden. This difference is likely because

it is the teachers who communicated with parents

more often and that the two class assistants who

expressed their thoughts were individuals who prefer

structured things.

h. Autonomy of work

Every teacher and class assistant said they received

great flexibility and freedom in carrying out their

An Overview of Quality of Work Life among Teachers and Class Assistants in Little Seed Preschool and Daycare during the COVID-19

Pandemic

responsibilities at Little Seed. Almost all decision

making is done by discussing beforehand with fellow

teachers and class assistants. In addition, all of them

also believe that they have enough time to carry out

their responsibilities outside of school and are ready to

accept more responsibilities from Little Seed. The

school even gave freedom to have other jobs outside

of school, as long as the school responsibilities are

completed properly.

“bener-bener udah bisa kerja sendiri sih,

sebenernya. Udah sefleksibel itu.” -TO

“I can actually work on my own. It's that

flexible.” -TO (translation)

i. Adequacy of resources

All teachers and class assistants felt that the

information provided is sufficient to carry out their

responsibilities well. How to get this information is

also quite easy. Information can be obtained by casual

discussion either online or when meeting in person.

There were differences of opinion between

teachers and class assistants on the adequacy of

resources. Teachers felt that they have enough

resources to carry out their responsibilities, but class

assistants felt they are lacking the resources needed.

This deficiency is based on the supply of materials

used to make student activities. Before the pandemic

period, these materials were usually provided by the

school so that they could be taken immediately when

they had to make activities. These do not mean they

were not provided during the pandemic, but supplies

run out faster and the school does not speed up

stocking times hence class assistants often have to buy

their materials first and then get their money back

from the school later on.

“Nah itu harus kita beli dulu gitu, beli dulu sendiri

habis itu nanti pakai uang, kita habis itu baru di

reimburse gitu.” -TC

“So, we have to buy it ourselves first, then we'll

just get reimbursed later on.” -TC (Translation)

4 DISCUSSION

From the results of the study, it can be concluded that

the quality of work life among teachers and class

assistants at Little Seed Preschool and Daycare can be

categorized as good but of course there were still many

things that can be improved. In general, all questions

related to emotion were answered positively. If there

was a deficiency, the individual who expressed this

has an explanation that is not only about personal

needs but more for school development. The

researcher categorized the quality of work life as good

because there are five dimensions that can be

categorized as good, two dimensions can be

categorized as moderate, and two dimensions are

categorized as poor.

Five dimensions that were already good are work

environment, compensation and rewards,

relationships and cooperation, job satisfaction and

security, and autonomy of work. Two dimensions that

are categorized as moderate are organizational culture

and climate and adequacy of resources. The striking

thing from the results found was that the nature of

kinship and the freedom provided by the school can

indeed increase the sense of attachment and concern

for each other but if it is too excessive, it can disturb

individuals who prefer order in work. This was seen

repeatedly during interviews, such as when there were

concerns about the absence of a clear schedule even

though it was a routine activity, as well as the lack of

complete written administrative files regarding

student data and employee job descriptions.

The lack of fulfilment of the above administrative

requirements may very well occur because several

individuals hold more than one role in the school.

Individuals who hold positions as administrators also

hold positions as employee coordinators as well as

teachers. Another individual who also holds more than

one role is a teacher who also serves as the principal.

This happens often to a new school like Little Seed.

However, it is very important for the individual who

holds the position as a leader to also carry out her role

as a leader. The results of research conducted by

Lewis (in Sudarnoto, 2015) reveal that the leadership

style or leadership behavior plays a very important

role in determining the quality of work life.

Gaol & Siburian (2018) say that six efforts can be

made by principals as leaders to improve teacher

performance. The six efforts are focusing on

improving teacher competence, providing sufficient

allocation of funds to increase teacher

professionalism, providing professional advice and

guidance to teachers, creating a professional and

conducive school organizational culture, creating

innovation and excellence, and finally giving awards

to teachers who have good performance. Of the six

efforts, the principal at Little Seed is still lacking in

awarding, there is an allocation of funds to improve

teacher competence and in general behave

professionally as a leader

The adequacy of resources was categorized as

moderate because even though the information and

human resources needs are met, the necessity of

teachers and class assistants to buy their activity

materials disturbs all class assistants. Before the

AICOSH 2021 - The Annual International Conference on Social Sciences and Humanities (AICOSH) “Life After Pandemic: Perspectives,

Changes, and Challenges”

pandemic, materials were readily available at schools

and could be used immediately. The existence of these

differences may lead to role ambiguity. Wayan &

Yasa (2017) found that role ambiguity affected work

stress levels and employee performance. In their

research, it was proven that if the level of role

ambiguity is high, the level of job stress will be high

and employee performance will be low.

Two dimensions that were categorized as poor are

training and development and facilities. There was a

need to have special activities carried out to improve

abilities and a forum for every teacher and class

assistant to complain. Returning to the familial nature

that has been discussed, this trait also has an impact on

this aspect. Even though there were no special

activities, teachers and class assistants still feel happy

and comfortable, it would be even better if there were

activities that were specifically designed for it. Those

activities are needed to increase the awareness of

teachers and class assistants on how their superiors

care for them. Sudarnoto (2015) said that the high

level of reciprocity was caused by the quality of work

life. Thus, this awareness is built to provide a

reciprocal feeling of the efforts expended by teachers

and class assistants with the school providing

development to teachers and class assistants to

improve the quality of work life of teachers and class

assistants.

During this pandemic, financial aspect was also an

aspect that can significantly reduce the quality of the

work life of teachers and class assistants. In an online

discussion by Anwar Sanusi, the Secretary General of

the Ministry of Manpower said that there were 29.4

million people affected by this pandemic. This figure

includes individuals who have been laid off and have

their working hours reduced (Triatmojo, 2021).

Teachers and class assistants, particularly those who

have responsibilities as the main source of income,

were quite anxious about the deductions given. The

school has also explained the conditions of the school

and allowed teachers and class assistants to have jobs

outside of teaching, but it still does not provide peace

of mind because their payments were still cut and there

were no bonuses for the past year.

5 CONCLUSION

Further research suggestions:

Based on the results of the researchers' discussions

that have been described, there are several suggestions

that can be made to improve research, future research,

or similar research, including:

The research should be carried out in a not-

too- distant period so that the data obtained

is not polluted with activities or actions that

may occur during the research period. The

interview period of this study was

approximately one month and during that

time there was an activity from the school

which could change the participant’s

answers.

Face-to-face interviews should use an

audio-visual recording device that is

sophisticated enough to be able to get all of

the conversations and movements clearly

without disturbing the participants.

The next quantitative research can be done

to see the big picture of the quality of work

life of early childhood education teachers

and class assistants in JABODETABEK.

Subsequent research regarding the impact

of the COVID-19 pandemic on early

childhood education teachers can be

investigated further.

Subsequent research on the method of

teaching social skills to early childhood

education students in an online setting can

be investigated further.

Practical advice:

Based on result of this presented study, Little Seed

Preschool and Daycare can:

Allocate funds and special time for the

development of teacher and class assistant.

This can be in the form of training,

discussion sessions and leisure activities

together.

There should be a written administrative

file that is quite complete and neat. The file

includes job descriptions and bonuses for

teachers and class assistants as well as

complete student data.

There should be special teaching and habituation for

individuals who serve in superior positions (principals

and employee coordinators) thus they can carry out

their roles as leaders of the school.

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