Humanizing Early Childhood Education: Teacher’s Perspectives on Financial Policies and Institutional Support

Nindi Citra Setia Dewi, Manushawaty A/P M. Saravanan, Cynthia Tang Jung Ling, Yap Gyn Ian

Abstract


Humanizing education is widely discussed in early childhood education regardless private institutions or public preschool. It grounded in the theory of psychologist of Abraham Maslow and Carl Rogers to acknowledge teachers as a human being and emphasize being empathy, be cognitively to behave yet maintaining good relationships with others. This study aims to explore how preschool teachers from private institutions and government schools interpret the concept of humanizing education using a case study design to explore an in-depth understanding in the context of financial policy and institutional management. Data collected revealed four key themes: (1) funding for professional development, (2) budgets for emotional well-being, (3) teachers-friendly salary policies, and (4) humane financial and leave regulations. Ultimately, the findings show that supportive financial policies not only enhance teachers’ professional growth but also foster emotional resilience and stronger collegial relationships. These results highlight the need for balanced financial management and teacher well-being as a practical pathway to sustaining humanizing education in early childhood settings.

Keywords


Early Childhood Education; Financial Policy; Humanizing Education; Institutional Management

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References


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DOI: https://doi.org/10.17509/cd.v16i2.89694

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