<p>This study investigated teachers’ perspectives on the role of team sports activities in developing social skills among kindergarten children in the education directorates of Irbid Governorate, Jordan. It also examined whether teachers’ years of experience and academic qualifications influence their perceptions regarding the impact of team sports activities in developing social skills among kindergarten children. The researcher used the descriptive-analytical approach, applying a questionnaire consisting of 21 items distributed across three domains (leadership, cooperation, and social communication) to a sample of 303 female kindergarten teachers. The findings of the statistical analyses revealed that team sports activities domains (leadership and cooperation) had a high role in developing kindergarten children’s social skills. In contrast, the social communication skills domain was moderate. However, no statistically significant differences were found in the perceived impact of team sports on kindergarten children’s social skill development based on teachers’ years of experience or academic qualifications. These findings provide valuable insights into the role of team sports in early childhood education and can guide educational administrators in promoting team sports for social development.</p>