Abstract
This study develops a rural kindergarten teacher professional ability evaluation system, using the “Provisional Professional Standards for Kindergarten Teachers” and applies it across five rural kindergartens in Mianyang City. By employing surveys and interviews, the research assesses teacher capabilities in areas such as professional ethics, educational philosophy, teaching, health management, safety, and community cooperation. Results indicate high proficiency in ethics and philosophy, with an average score of 4.2/5 and 95.7% adherence to educational policies. Challenges persist in applying innovative teaching methods and technologies due to limited resources. Teachers manage health and safety well, but require more support and resources for better outcomes. Recommendations include increasing educational support, enhancing community cooperation, and providing more professional development opportunities to improve educational quality and support rural revitalization.
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