The Role of Kindergarten Teachers in Enhancing the Cultural Identity of Preschool Children in the Capital Secretariat – Sana'a,

  This study aimed to identify the role of kindergarten teachers in enhancing the cultural identity of preschool children in the Capital Secretariat – Sana'a, in light of certain variables. The study employed the descriptive-analytical method. The study population consisted of all kindergarten teachers in preschool institutions operating in the Capital Secretariat of Sana'a during the academic year 2024/ 2025, totaling 665 teachers. The study sample comprised 189 kindergarten teachers. To achieve the objectives of the study, a questionnaire prepared by the researchers was used, and its psychometric properties were verified by establishing its validity and reliability. After confirming its suitability, it was administered to the study sample. The study reached several findings, as it revealed that kindergarten teachers play a vital role in enhancing the cultural identity of Yemeni children through three main dimensions: enhancing cultural identity through general culture, using teaching methods to strengthen the child's cultural identity, and developing cultural activities to contribute to building the child's personality and broadening their cultural experiences. The weighted means of these dimensions ranged between (4.49 – 4.38), which are considered very high according to the criterion adopted in the study. The results also confirmed the existence of statistically significant differences at the 0.05 significance level across the three study dimensions between public and private kindergarten teachers, in favor of public schools. On the other hand, no statistically significant differences were found at the 0.05 level in the three dimensions according to the teacher's age, educational qualification, or years of experience. Based on these results, the study presented a number of recommendations and suggestions. Keywords: Cultural Identity. Preschool Child, Kindergarten Teacher.