Exploring the impact of play-based learning on teacher satisfaction, stress, and learners’ collaboration

Abstract

This study investigated the effects of play-based learning on teacher satisfaction, stress levels, and collaborative learning among primary education learners. Employing a descriptive survey design, the study sampled 200 early childhood education practitioners in Ilorin South Local Government Area, Kwara State, Nigeria, selected through simple random sampling. Data were collected using a validated instrument—the "Questionnaire on Play-Based Learning, Teacher Satisfaction, Stress, and Student Collaboration in the Classroom" (QPBLTSSSC), with a reliability coefficient of .81. Descriptive statistics were used to analyze responses related to play-based learning's impact on teachers' job satisfaction, stress reduction, collaborative learning, and child development. The findings revealed that play-based learning significantly enhanced teacher satisfaction and reduced stress by promoting enjoyment, fulfilment, and a relaxed teaching atmosphere. It also fostered collaborative learning by improving teamwork, peer interaction, and inclusive learning environments. Moreover, play-based pedagogy significantly contributed to children's cognitive, language, problem-solving, motor, and socio-emotional development. These outcomes underscore the critical value of integrating play-based methods into early childhood curricula. The study recommends professional development programs that emphasize both guided and free play strategies, as well as public awareness of home-based play practices and stress-reduction training for educators, to support holistic child development and teacher well-being.

Keywords

• collaborative learning;
• play-based learning
• primary education
• stress reduction
• teacher satisfaction