Kindergarten teachers’ quality of work life (QWL) is of great significance in ensuring teacher stability, improvement in education quality, and the development of education. This study used the newly developed and validated tool, the QWL scale for kindergarten teachers (QWLSKT) to investigate QWL among kindergarten teachers in China. The participants comprised 936 kindergarten teachers. Psychometric results showed that the QWLSKT is a reliable and effective scale across six dimensions: health status, interpersonal relationships, working conditions, professional growth, participation in decision making, and leisure life. The Chinese teachers’ evaluation of their professional growth was positive, while their evaluation of their working conditions was negative. Latent profile analysis results showed that a three-profile model had the best fitting model, comprising low, middle, and high profiles in relation to low, medium, or high scale scores, respectively. Finally, the results of hierarchical regression analysis showed that the educational level and establishment of kindergarten teachers, as well as the quality level of kindergartens and their regions, play an important role in the QWL of kindergarten teachers. The results showed that more effective policy and management strategies are needed to improve QWL among kindergarten teachers in China.

This study examined Chinese kindergarten teachers’ learning and development (CKTLD) using a newly developed and validated instrument, the CKTLD scale. Altogether, 1170 kindergarten teachers who were randomly sampled from ten provinces in China participated in the survey. First, exploratory and confirmatory factor analyses confirmed a seven-factor structure: motivation, information literacy, cultural literacy, reflection, career planning, teacher collaboration, and belief and mission, thereby indicating that the CKTLD scale was reliable and valid. Second, descriptive statistics showed that the overall status of kindergarten teachers’ learning and development was below average in China; meanwhile, the level of motivation ranked the highest, while that of information literacy and cultural literacy were lower. Third, hierarchical regression analysis revealed that job position and teaching experience were critical predictors of teachers’ learning and development, after controlling for personal and family factors. The findings indicate the necessity of reforming teacher education and providing school support to enhance kindergarten teachers’ learning and development. Further, this study broadens the research framework and provides a valuable tool with which to evaluate kindergarten teachers’ learning and development in China and other countries.

Research Findings: This study aimed to explore parental satisfaction with Puhui early childhood education (ECE) service in China using evidence from a national validation study. The Parent Satisfaction with the Puhui Early Childhood Education Service Scale (PES) was developed and validated with 4,134 Chinese parents, who were sampled using a stratified cluster sampling method. First, an examination of the PES’s psychometric properties indicated that it was a reliable and valid scale with three constructs: government responsibility, kindergarten responsibility, and children’s development. Second, descriptive statistics revealed that Chinese parents were generally satisfied with the Puhui ECE service, being most satisfied with child development and least satisfied with government responsibility. Third, latent profile analysis generated three profiles: low, medium, and high satisfaction parents. Fourth, hierarchical regression analysis found that kindergarten rating and urbanicity were significant predictors of parent satisfaction. Practice or Policy: The findings imply that more policy attention should be paid to the quality and fairness of the Puhui ECE. Moreover, this study extends the research on parent satisfaction with ECE services and provides useful tools to evaluate universal ECE services in China and beyond.

Research Findings: This study aimed to examine the effectiveness of the Puhui early education services (PEES) policy in China from the triangulated perspectives of stakeholders using a developed and validated scale. First, applying a stratified cluster sampling method, the Puhui Early Education Services Policy Effectiveness Scale (PE) was developed and validated with 85 principals, 909 kindergarten teachers, and 4,128 parents. Second, the psychometric properties indicated that the PE was a reliable and valid scale with three constructs: accessibility, affordability, and quality. Third, descriptive statistics found that Chinese stakeholders submitted a positive evaluation of the PEES policy effectiveness, with the construct of quality ranked the highest and that of affordability the lowest. Fourth, parents have fewer positive evaluations compared to principals and teachers, while stakeholders from Puhui private kindergartens have more positive evaluations compared to those from public kindergartens. Last, hierarchical regression analysis found that kindergarten type and rating were critical positive predictors after controlling for demographic and urbanicity factors. Practice or Policy: These findings indicate that it is necessary to understand parents’ policy expectations and improve the financial distribution to ensure sustainable and high-quality development of the PEES.