SUMMARY

The article titled "Anger Management in Building Service Quality in Early Childhood Education Institutions" explores the role of anger management in enhancing the quality of services in early childhood education, specifically at Namira School II Kindergarten, East Java. The research adopts a qualitative descriptive approach and uses interviews, observations, and documentation for data collection.

The study identifies that early childhood teachers often face stress due to challenging student behaviors, such as disruptive or emotional outbursts, making anger management essential. The researchers found that effective anger management, including techniques like analyzing problems, calming oneself before reacting, and expressing anger in a positive way, significantly improves service quality. Teachers are encouraged to recognize emotional triggers, manage stress, and respond with patience and professionalism to create a positive learning environment.

The implementation of anger management not only enhances relationships between teachers and students but also increases parental trust in the institution. The study concludes that when teachers manage their emotions well, it contributes to a more comfortable, supportive environment that fosters better student outcomes and overall service quality. The research highlights the importance of anger management in maintaining professionalism and improving the educational experience in early childhood settings.

Implications for Teachers

The study emphasizes the critical need for teachers to manage their emotions, particularly anger, to enhance the quality of service provided to students. In early childhood education, where children’s behavior can be unpredictable and challenging, teachers who effectively control their emotional responses create a more positive and productive learning environment. This implies that teacher training programs should include modules on emotional regulation and anger management techniques. Such training will not only improve the well-being of teachers but also help in maintaining the patience and composure necessary for fostering a nurturing and safe classroom atmosphere.

Implications for Institutions

The research demonstrates that implementing anger management strategies can significantly improve the service quality of early childhood education institutions. This has direct implications for school leadership, as administrators need to prioritize the emotional well-being of their staff by offering professional development and support in anger management. Schools should establish protocols and systems for managing teacher stress and emotions, fostering a supportive community that can address the emotional challenges inherent in working with young children.

Implications for Parents and Community Trust

Parents place significant trust in early childhood institutions to provide safe, caring, and quality education for their children. By implementing anger management, institutions like Namira School II Kindergarten can build and maintain a positive reputation. The ability of teachers to manage emotions effectively not only enhances the learning experience for students but also instills confidence in parents. Institutions that prioritize emotional regulation are more likely to gain and retain the trust of the community, leading to greater student enrollment and parental satisfaction.

Broader Educational Impact

The findings underscore the broader educational principle that emotional management is key to professional growth and quality service delivery. As educational environments become increasingly complex, particularly in early childhood education, emotional intelligence and anger management will become even more crucial skills. This research opens avenues for further studies into how emotional regulation impacts teacher effectiveness and student outcomes across different educational contexts.

In conclusion, the implications of this research point toward the integration of emotional management training in early childhood education, better support for teachers’ emotional well-being, and a reinforced trust between institutions and parents.

Reference:

Article Title: Anger Management in Building Service Quality in Early Childhood Education Institutions.

Authors: Abd Muhith, Hasan Baharun, Astutik Astutik, Lailatul Mukarromah

Journal: Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini

Publication Year: 2023