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The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study

Author

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  • Xinxin Liu

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Yong Jiang

    (Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Hui Li

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
    Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

Abstract

This study aims to evaluate the sustainability of early childhood education (ECE) from Chinese teachers’ perspectives using a newly developed and validated instrument, the Sustainability of Early Childhood Education Rating Scale (SECERS). Altogether, 3636 teachers nationwide were randomly surveyed. First, analysis of the psychometric properties indicated that SECERS was a reliable and valid scale with three constructs: sustainability in ecology, sustainability in management, and sustainability in policy. Second, Chinese teachers positively evaluated sustainability in ecology but negatively evaluated it in policy. Third, latent profile analysis yielded the best-fit model with four profiles: low-, middle-, upper-middle-, and high-level profiles of teacher evaluations. Last, hierarchical regression analysis found that kindergarten quality grades played a key role in predicting the sustainability of ECE evaluation. The findings demonstrate the necessity of providing effective policy and management support to promote the sustainable development of ECE in China.

Suggested Citation

  • Xinxin Liu & Yong Jiang & Hui Li, 2022. "The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study," Sustainability, MDPI, vol. 14(10), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6350-:d:821897
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    References listed on IDEAS

    as
    1. Li, Hui & Lu, Jiaqing, 2018. "Legislation for early childhood education: A case study of China," Children and Youth Services Review, Elsevier, vol. 86(C), pages 32-41.
    2. Xie, Sha & Li, Hui, 2020. "Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen," Children and Youth Services Review, Elsevier, vol. 118(C).
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    Cited by:

    1. Zhonglian Yan & Ziqing Wang & Qingling Meng & Yujie Wang & Yunfei Liu, 2022. "Sustainable Development Mechanism in Rural Kindergartens: The Relationships among Enabling Organizational Structure, Kindergarten Directors’ Leadership and Early Childhood Teachers’ Well-Being," Sustainability, MDPI, vol. 14(21), pages 1-14, November.
    2. Hui Li & Yong Jiang & Xiumin Hong & Li Luo, 2023. "Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China," Sustainability, MDPI, vol. 15(11), pages 1-6, May.
    3. Qingru Duan & Yong Jiang & Yifang Wang & Chuchu Zheng & Jing Liu & Xin Liu, 2023. "Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale," Sustainability, MDPI, vol. 15(3), pages 1-20, January.

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