Nur Iffa Hazira Binti Nasaruddin creator author. text my 2025 2025 monographic eng xi, 87 pages : illustrations ; Psychological stress among early childhood teachers is an increasingly significant issue that can adversely affect their well-being and professional performance. This study aims to determine the prevalence of psychological stress, assess the levels of knowledge, attitude, and practice (KAP) related to stress, and explore the relationships between KAP and psychological stress levels as measured by the Depression, Anxiety, and Stress Scale (DASS-21). A cross-sectional study design was employed, and data were collected from a sample of 60 early childhood teachers using validated questionnaires. The results revealed that anxiety had the highest prevalence among the psychological stress indicators, affecting 40% of respondents. While knowledge and practice showed significant associations with anxiety levels where the p-value is less than 0.05, attitudes alone were not directly correlated. Teachers with higher knowledge levels and effective stress management practices were less likely to experience anxiety. These findings underscore the importance of translating knowledge into actionable practices to mitigate psychological stress effectively. The study highlights the need for targeted interventions and support systems to enhance teachers' coping strategies, ensuring their well-being and professional effectiveness. specialized Nur Iffa Hazira Binti Nasaruddin Faculty of Industrial Sciences and Technology Final Year Report (Bachelor of Occupational Safety and Health ) -- Universiti Malaysia Pahang Al-Sultan Abdullah - 2025 Include bibliographical reference Faculty of Industrial Sciences and Technology Dissertations Universities and colleges Dissertations Final Year Report Dissertations THE0010232 (Local) http://umpir.ump.edu.my/id/eprint/45275 http://umpir.ump.edu.my/id/eprint/45275 UMPSA 260106 20260113115214.0 eng