Sustainability of the Public–Benefit Preschool Education Service System in China: Evidence from a National Study

Abstract

ABSTRACT Research Findings: This study aimed to evaluate the sustainability of the public benefit preschool education service system (PPESS) in China from the perspective of preschool education administrators, principals, and teachers using a newly developed and validated instrument, the Public-benefit Preschool Education Service System Rating Scale (PPESS-RS). Altogether, 349 administrators, 255 principals, and 1,118 teachers from the PPESS were randomly surveyed nationwide. First, analysis of the psychometric properties revealed that PPESS-RS is a reliable and valid scale with five constructs: Policymaking, investment, kindergarten supply, kindergarten management, and caring for the vulnerable. Second, empirical evidence shows that the sustainability of the PPESS is positively evaluated by stakeholders, especially in kindergarten management and policymaking. However, problems persist in terms of investment, kindergarten supply, and caring for the vulnerable. Third, analysis of variance revealed significant differences among geographical regions, urbanicity, and kindergarten types. Practice and Policy: The findings demonstrate that the central and local governments in China need to increase financial investment and improve the investment structure in preschool education, and educational authorities should increase their support for kindergartens in disadvantaged areas to address the disparities in preschool education between urban and rural areas and among different types of kindergartens.