An Overview of Emotion Dynamics Among Omah Bocah Annaafi' Daycare Teachers

Early Child Education (ECD) daycare teachers face various complex emotional situations in daily interactions when caring for children. This study aims to understand the description of the emotional dynamics of PAUD daycare teachers. The method used in this research was qualitative with a phenomenological approach. Data were collected through semi-structured interviews with six ECD daycare teachers. Data were analyzed using thematic analysis. The validity test of the data was carried out using triangulating techniques, which were done by matching the results of interviews with observations during the preliminary study. This research obtained the results that ECD daycare teachers feel negative emotions more intensely, and emotion regulation techniques applied by ECD daycare teachers include situation selection, situation modification, attentional deployment, cognitive change, and response modulation. There are factors that influence the emotional regulation of ECD daycare teachers, namely marital status, educational background, coworker relations, activities outside of care, and care trauma and the meaning of care for ECD daycare teachers. Based on the findings of this study, ECD daycare teachers are expected to conduct self-reflection to be better able to realize and appreciate the positive emotions felt and for agencies to organize activities that can strengthen emotional support among ECD daycare teachers.