Abstract

In this study, a comparative analysis was conducted to explore the relationship between self-concept clarity, clarity of feelings, and the mental well-being of 240 early childhood educators. The analysis was performed using SPSS 27 and Amos 26. We found that participants' self-concept clarity, clarity of feelings, and mental well-being were relatively above average. Clarity of feelings was found to completely mediate the relationship between self-concept clarity and mental well-being; however, self-concept clarity did not mediate the relationship between clarity of feelings and mental well-being. These results suggest that early childhood educators should improve their self-concept clarity through clarity of feelings to improve their mental well-being. The significance of this study is that it provides a baseline that could inform early childhood educators about the concept and importance of mental well-being.