Occupational stress is a growing concern among preschool teachers, significantly affecting their psychological well-being and job performance. This study investigates the current state of occupational stress among preschool teachers in Ha Tinh province, Vietnam, identifying key stressors and proposing solutions to mitigate their impact.Preschool teachers play a vital role in early childhood education, yet they often face unique stressors including workload, classroom management, administrative pressure, and lack of societal recognition. In recent years, demands placed on these educators have increased, particularly due to expanding class sizes and growing expectations from parents and educational authorities. In Ha Tinh province, these challenges are compounded by resource limitations and rural socio-economic conditions, making it imperative to understand and address the causes of stress within this profession.The research reveals that a significant proportion of preschool teachers in Ha Tinh experience moderate to high levels of occupational stress. Major contributing factors include excessive workloads, unclear job expectations, lack of support from school administrators, and insufficient compensation. Furthermore, emotional exhaustion and a sense of undervaluation by society exacerbate the stress levels. These issues not only affect teachers’ mental health but also impair their teaching effectiveness and dedication to the profession.

Addressing occupational stress among preschool teachers requires a multi-dimensional approach. Policy recommendations include reducing student-to-teacher ratios, increasing wages, improving school infrastructure, and providing ongoing professional development. Equally important is the need for psychological support systems within schools and societal campaigns to elevate the status of preschool educators. By improving working conditions and emotional support, it is possible to enhance job satisfaction and performance, ultimately benefiting the children under their care.