Kindergarten Teachers’ Classroom Management Abilities: A Neutrosophic Perspective on Partial Locality, Indeterminacy, and Non Local Influences

Abstract

This study explores the classroom management abilities of kindergarten teachers 
through a new lens grounded in the Neutrosophic theory of partial locality, partial 
indeterminacy, and partial non-locality. It investigates how teachers manage their classrooms 
while being influenced by immediate, uncertain, and distant factors. Local factors include direct 
interactions with children and the physical learning environment. Indeterminate elements 
involve unpredictable student behavior and fluctuating teacher emotions. Non-local elements 
reflect broader influences such as educational policies, teacher training, and cultural expectations. 
Using a mixed-method approach, the study analyzes real classroom data and models the dynamic 
interplay of these factors through a neutrosophic framework. The findings offer a deeper 
understanding of how kindergarten teachers navigate complex and uncertain educational 
environments, and propose practical strategies to enhance classroom control. This paper 
highlights the value of combining educational theory with mathematical modeling to address 
real-world teaching challenges. 

DOI: 10.5281/zenodo.15399545