This study develops and validates the Chinese Kindergarten Teacher Quality Scale (CKTQS) based on China's National Professional Standards for K-12 Teachers. We randomly selected and surveyed 1834 teachers from Shanghai kindergartens. Exploratory and confirmatory factor analyses confirmed a five-factor structure (healthy condition, practical wisdom, cultural literacy, empowerment and autonomy, and loyalty and commitment), indicating satisfactory construct validity. Descriptive statistics indicated that the Shanghai kindergarten teachers were generally of good quality, ranking highly in practical wisdom. Latent profile analyses generated three profiles, (1) low teacher quality, (2) medium teacher quality, and (3) high teacher quality, while MANOVA results revealed the significant effects of age, educational background, professional title, and position on these quality levels. Finally, hierarchical regression analyses found that job position predicted better teacher quality and that public school tenure was a negative predictor, after controlling for demographic and kindergarten factors. Implications for policy-making and teacher education are discussed. Copyright © 2021 Elsevier Ltd. All rights reserved.
CitationLan, S., Jiang, Y., Di, H., Li, H., Zhou, J., & Li, F. (2021). Development and validation of the Chinese kindergarten teacher quality scale in Shanghai. Children and Youth Services Review, 131, Article 106272. https://doi.org/10.1016/j.childyouth.2021.106272
- Kindergarten teacher quality
- Scale development
- Teacher quality
- Teacher professionalism
- Cultural existentialism pedagogy