The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study
Abstract
:1. Introduction
2. Literature Review
2.1. Sustainability: Towards Quality Early Childhood Education
2.2. Teacher Involvement in Evaluating Early Childhood Education
- Is the Sustainability of Early Childhood Education Rating Scale reliable?
- How do kindergarten teachers evaluate the sustainability of ECE in China? What are the problems with the sustainability of ECE based on teachers’ perspectives?
- What are the primary factors influencing kindergarten teachers’ evaluation of the sustainability of ECE?
3. Material and Methods
3.1. Participants
3.2. Measures
3.2.1. Initial Item Development
3.2.2. Sustainability of Early Childhood Education Rating Scale (SECERS)
3.3. Procedures
3.4. Data Analysis
4. Results
4.1. Psychometric Properties of SECERS
4.1.1. Item Analysis
4.1.2. Exploratory Factor Analysis (EFA)
4.1.3. Confirmatory Factor Analysis (CFA)
4.1.4. Reliability Analysis
4.2. Descriptive Analysis of the SECERS in China
4.3. Latent Profile Analysis of SECE Evaluation
4.4. Predictors of SECE Evaluation by Teachers
4.5. Kindergarten Quality Grade Differences in Rating SECE
5. Discussion
5.1. Sustainability of ECE Rating Scale Is Reliable and Valid
5.2. The Developmental Sustainability of Early Childhood Education
5.3. Factors Influencing Teachers’ Evaluations of the Sustainability of Early Childhood Education
5.4. Disparities between Kindergarten Quality Grade
6. Conclusions, Limitations, and Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Sustainability of Early Childhood Education Rating Scale
Dimension | Definition | Indicators |
A Sustainability in ecology | The sustainability of ECE environmental ecology and education ecology, whether it can meet the needs of children to grow up in a healthy natural environment and a scientific-educational environment. | A1 Kindergarten environmental Ecology (waste utilisation; pollution control; energy saving targets; clean and tidy environment; etc.) |
A2 Kindergarten education ecology (education mode informatisation; scientific education activities; harmonious relationship; standardised course connection; individualised education; etc.) | ||
B Sustainability in management | The sustainability of the ECE management system itself, and whether it can make reasonable planning and management to ensure the adequacy of ECE resources and promote its high-quality development. | B1 Encourage social group participation (social forces organise kindergartens; parenting guidance services; public welfare education services; etc.) |
B2 Ensure the quality of education (layout planning; investment; balanced development progress; supervisory & feedback; etc.) | ||
C Sustainability in policy | The sustainability of the policy itself, and whether it can guarantee the development of kindergartens and teachers who are the “energy source” of ECE. | C1 Policies to support faculty development (supporting policies for teachers’ job transfer; professional title evaluation and employment channel; salary guarantee mechanism; etc.) |
C2 Policies to support kindergarten development (coordinated development of different types of kindergartens; reasonable sharing of ECE costs; incentive mechanism for the private kindergartens; etc.) |
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Demographic Characteristics | N | % |
---|---|---|
Gender | ||
Male | 89 | 2.4% |
Female | 3547 | 97.6% |
Age | ||
≤25 | 631 | 17.4% |
26–30 | 1030 | 28.3% |
31–45 | 1368 | 37.6% |
46–50 | 331 | 9.1% |
≥51 | 276 | 7.6% |
Years of teaching experience | ||
≤5 | 1333 | 36.7% |
6–10 | 941 | 25.9% |
11–15 | 378 | 10.4% |
16–20 | 229 | 6.3% |
≥21 | 755 | 20.8% |
Establishment | ||
Yes | 1619 | 44.5% |
No | 2017 | 55.5% |
Professional title | ||
No title | 1761 | 48.4% |
Junior | 517 | 14.2% |
Associate | 259 | 7.1% |
Middle | 820 | 22.6% |
Sub-senior | 272 | 7.5% |
Senior | 7 | 0.2% |
Kindergarten quality grade | ||
Five-star | 1453 | 40.0% |
Four-star | 1035 | 28.5% |
Three-star | 841 | 23.1% |
Two-star and below | 307 | 8.4% |
Geographical area | ||
Urban city | 1730 | 47.6% |
County | 1261 | 34.7% |
Village | 563 | 15.5% |
Countryside | 82 | 2.3% |
Kindergarten type | ||
Public kindergarten run by educational department | 2720 | 74.8% |
Public kindergarten run by non-educational department | 188 | 5.2% |
Universal and low-cost private kindergarten | 728 | 20.0% |
Item | Factor Loading | Extraction | ||
---|---|---|---|---|
1 (15) | 2 (11) | 3 (12) | ||
4 | 0.81 | 0.82 | ||
5 | 0.80 | 0.79 | ||
8 | 0.79 | 0.81 | ||
7 | 0.77 | 0.79 | ||
3 | 0.77 | 0.80 | ||
11 | 0.76 | 0.85 | ||
10 | 0.76 | 0.83 | ||
12 | 0.71 | 0.82 | ||
13 | 0.71 | 0.82 | ||
9 | 0.70 | 0.74 | ||
2 | 0.68 | 0.70 | ||
14 | 0.67 | 0.73 | ||
32 | 0.67 | 0.79 | ||
1 | 0.58 | 0.63 | ||
6 | 0.52 | 0.66 | ||
29 | 0.72 | 0.84 | ||
36 | 0.72 | 0.78 | ||
37 | 0.71 | 0.79 | ||
35 | 0.70 | 0.80 | ||
31 | 0.70 | 0.85 | ||
30 | 0.70 | 0.86 | ||
28 | 0.70 | 0.81 | ||
34 | 0.68 | 0.82 | ||
38 | 0.68 | 0.79 | ||
27 | 0.66 | 0.83 | ||
33 | 0.62 | 0.83 | ||
19 | 0.77 | 0.79 | ||
18 | 0.74 | 0.81 | ||
20 | 0.72 | 0.80 | ||
17 | 0.71 | 0.81 | ||
15 | 0.71 | 0.76 | ||
16 | 0.71 | 0.70 | ||
21 | 0.68 | 0.83 | ||
22 | 0.66 | 0.83 | ||
23 | 0.58 | 0.78 | ||
24 | 0.56 | 0.76 | ||
25 | 0.55 | 0.79 | ||
26 | 0.54 | 0.79 | ||
Total Explained Variance | 78.98% |
Dimension | M | SD | Cronbach’s Alpha (α) | Split-Half Reliability |
---|---|---|---|---|
Total score of SECERS | 4.15 | 0.80 | 0.99 | 0.97 |
Sustainability in ecology | 4.25 | 0.76 | 0.94 | 0.89 |
Sustainability in management | 4.14 | 0.83 | 0.92 | 0.90 |
Sustainability in policy | 4.07 | 0.83 | 0.91 | 0.91 |
Model | AIC | BIC | aBIC | LMRT (p) | BLRT (p) | Entropy | Class Probability |
---|---|---|---|---|---|---|---|
2 | 21,469.839 | 21,531.825 | 21,500.050 | 0.0000 | 0.0000 | 0.863 | 0.245/0.755 |
3 | 17,098.073 | 17,184.854 | 17,140.369 | 0.0000 | 0.0000 | 0.948 | 0.018/0.517/0.465 |
4 | 12,826.469 | 12,938.044 | 12,880.849 | 0.0000 | 0.0000 | 0.957 | 0.017/0.168/0.410/0.405 |
5 | 12,384.545 | 12,520.915 | 12,451.010 | 0.5137 | 0.0000 | 0.933 | 0.017/0.365/0.076/0.163/0.380 |
Variable | Profile 1 | Profile 2 | Profile 3 | Profile 4 | χ2 | Cramer’s V | Somer’s d |
---|---|---|---|---|---|---|---|
n = 61 | n = 611 | n = 1492 | n = 1472 | ||||
Age | 23.543 * | 0.046 * | 0.034 * | ||||
≤25 | 2.7% | 20.1% | 39.6% | 37.6% | |||
26–30 | 2.2% | 16.8% | 40.1% | 40.9% | |||
31–45 | 0.7% | 16.2% | 41.8% | 41.3% | |||
46–50 | 2.4% | 15.1% | 42.6% | 39.9% | |||
≥51 | 1.1% | 14.5% | 42.0% | 42.4% | |||
Establishment | 19.552 *** | 0.073 *** | −0.054 *** | ||||
Yes | 1.4% | 14.0% | 42.3% | 42.4% | |||
No | 1.9% | 19.1% | 40.0% | 39.0% | |||
Kindergarten quality grade | 190.408 *** | 0.132 *** | −0.165 *** | ||||
Five-star | 1.9% | 10.8% | 37.9% | 49.3% | |||
Four-star | 1.4% | 13.7% | 45.5% | 39.3% | |||
Three-star | 1.0% | 24.7% | 40.8% | 33.5% | |||
Two-star and below | 3.3% | 33.9% | 34.9% | 28.0% | |||
Geographical area | 65.766 *** | 0.078 *** | −0.106 *** | ||||
Urban city | 1.5% | 13.1% | 38.7% | 46.6% | |||
County | 1.7% | 20.1% | 44.1% | 34.0% | |||
Village | 1.8% | 20.2% | 41.4% | 36.6% | |||
Countryside | 3.7% | 19.5% | 40.2% | 36.6% |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
---|---|---|---|---|---|---|---|---|
1. Total score of SECERS | —— | |||||||
2. Age | −0.034 * | —— | ||||||
3. Years of teaching experience | −0.071 ** | 0.781 ** | —— | |||||
4. Professional title | −0.072 ** | 0.550 ** | 0.675 ** | —— | ||||
5. Establishment | −0.052 ** | 0.336 ** | 0.406 ** | 0.555 ** | —— | |||
6. Kindergarten quality grade | −0.239 ** | 0.018 | 0.061 ** | −0.019 | −0.015 | —— | ||
7. Geographical area | −0.097 ** | −0.004 | 0.026 | 0.027 | 0.001 | −0.158 ** | —— | |
8. Kindergarten type | −0.006 | −0.151 ** | −0.181 ** | −0.260 ** | −0.535 ** | 0.118 ** | −0.158 ** | —— |
β | R2 | ΔR2 | F Value | |
---|---|---|---|---|
Step 1 | 0.087 | —— | 7.077 *** | |
Years of teaching experience | −1.628 ** | |||
Age | −1.579 * | |||
Establishment | −0.975 | |||
Professional title | −0.803 | |||
Step 2 | 0.253 | 0.063 | 50.664 *** | |
Years of teaching experience | −0.749 ** | |||
Age | −1.126 * | |||
Establishment | −1.143 | |||
Professional title | −1.299 | |||
Kindergarten quality grade | −7.246 *** | |||
Step 3 | 0.259 | 0.065 | 44.178 *** | |
Years of teaching experience | −0.718 | |||
Age | −1.053 | |||
Establishment | −1.2 | |||
Professional title | −1.246 * | |||
Kindergarten quality grade | −6.962 *** | |||
Geographical area | −1.963 ** |
Constructs | Five-Star | Four-Star | Three-Star | Two-Star and Below | F Value |
---|---|---|---|---|---|
Total score of SECERS | 4.49 (0.80) | 4.33 (0.74) | 4.12 (0.70) | 3.9 (0.83) | 75.391 *** |
Sustainability in ecology | 4.43 (0.77) | 4.29 (0.72) | 4.08 (0.69) | 3.87 (0.82) | 71.389 *** |
Sustainability in management | 4.29 (0.84) | 4.12 (0.79) | 3.90 (0.79) | 3.70 (0.85) | 64.013 *** |
Sustainability in policy | 4.36 (0.83) | 4.19 (0.78) | 4.00 (0.75) | 3.79 (0.88) | 71.669 *** |
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Liu, X.; Jiang, Y.; Li, H. The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study. Sustainability 2022, 14, 6350. https://doi.org/10.3390/su14106350
Liu X, Jiang Y, Li H. The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study. Sustainability. 2022; 14(10):6350. https://doi.org/10.3390/su14106350
Chicago/Turabian StyleLiu, Xinxin, Yong Jiang, and Hui Li. 2022. "The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study" Sustainability 14, no. 10: 6350. https://doi.org/10.3390/su14106350