Fatemiyeh Institute of Higher Education, Shiraz Journal of Women Interdisciplinary Researches 2783-1175 3 2 2021 06 22 The effect of national identity components of female preschool teachers on the level of language learning skills of new learners in Semnan province The effect of national identity components of female preschool teachers on the level of language learning skills of new learners in Semnan province 725877 FA Shahab Moradi Department of Psychology, Semnan Islamic Azad University, Semnan, Iran Shokoofeh Hemmati Master of Education Research, Payam Noor University, Garmsar, Iran. Sima Alizadeh Master of Science in Educational Psychology, Semnan University, Semnan, Iran. Marzieh Bahar Rostami Master of Family Counseling, Alzahra University of Tehran, Tehran, Iran. Zahra Bagheri Bachelor of Education, Semnan University of Education, Semnan, Iran. Journal Article 2025 07 04 The present study aimed to examine the impact of national identity components of preschool teachers on the language learning skills of preschool children in Semnan province. The research method was descriptive-survey, and the statistical population included 91 female preschool teachers during the 2020–2021 academic year, selected through cluster random sampling. Data collection tools consisted of a researcher-made questionnaire on language learning skills with nine subscales, and another on national identity with four subscales. Face and content validity of the questionnaires were confirmed by experts in the fields of early childhood education and pedagogy, and reliability was assessed using Cronbach's alpha. The collected data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Spearman correlation and Chi-square test). A strong statistical relationship was found between “teachers’ familiarity with and respect for religious and national customs and traditions” and “the development of preschoolers’ relative linguistic and communicative competence (language learning skills)” (p-value < 0.05). In other words, as preschool teachers’ familiarity with and respect for religious and national customs increases, the development of linguistic and communicative competence in preschoolers also increases. However, no significant relationship was observed between teachers’ educational background and their national identity, nor with the language learning skills of preschoolers (p-value > 0.05). The present study aimed to examine the impact of national identity components of preschool teachers on the language learning skills of preschool children in Semnan province. The research method was descriptive-survey, and the statistical population included 91 female preschool teachers during the 2020–2021 academic year, selected through cluster random sampling. Data collection tools consisted of a researcher-made questionnaire on language learning skills with nine subscales, and another on national identity with four subscales. Face and content validity of the questionnaires were confirmed by experts in the fields of early childhood education and pedagogy, and reliability was assessed using Cronbach's alpha. The collected data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Spearman correlation and Chi-square test). A strong statistical relationship was found between “teachers’ familiarity with and respect for religious and national customs and traditions” and “the development of preschoolers’ relative linguistic and communicative competence (language learning skills)” (p-value < 0.05). In other words, as preschool teachers’ familiarity with and respect for religious and national customs increases, the development of linguistic and communicative competence in preschoolers also increases. However, no significant relationship was observed between teachers’ educational background and their national identity, nor with the language learning skills of preschoolers (p-value > 0.05).

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