Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China.
Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China.
Int J Environ Res Public Health. 2022 Aug 31;19(17):10870. doi: 10.3390/ijerph191710870.
In this study, we examined the quality of Puhui early education services perceived by Chinese teachers with evidence from a national validation study. Firstly, using a stratified cluster sampling method, the Puhui Early Education Service Quality Scale (PEESQ) was developed and validated with 994 Chinese teachers. Secondly, the psychometric properties indicated that PEESQ is a reliable and valid scale with three dimensions: service adequacy, service balance, and public service welfare. Thirdly, descriptive statistics found that Chinese teachers generally appreciated the quality of Puhui services, ranking the construct of "public welfare" the highest and "service balance" the lowest. Finally, hierarchical regression analysis found that urbanicity positively predicted teacher evaluations after controlling for demographic and kindergarten factors. The findings imply that more funding support and policy attention should be provided to help enhance the quality of Puhui early education services (EES). Moreover, this study extends the framework of research on teacher evaluation of EES and provides useful tools to evaluate universal EES in China and beyond.
在这项研究中，我们通过一项全国性的验证研究，考察了中国教师对普惠性早期教育服务质量的感知。首先，采用分层聚类抽样方法，用 994 名中国教师开发和验证了普惠性早期教育服务质量量表（PEESQ）。其次，心理测量学特性表明，PEESQ 是一个可靠和有效的量表，具有三个维度：服务充足性、服务平衡性和公共服务福利性。第三，描述性统计发现，中国教师普遍赞赏普惠服务的质量，将“公共福利”这一构念的评价最高，而将“服务平衡”的评价最低。最后，分层回归分析发现，在控制了人口统计学和幼儿园因素后，城市性对教师评价具有积极的预测作用。研究结果表明，应该提供更多的资金支持和政策关注，以帮助提高普惠性早期教育服务（EES）的质量。此外，本研究扩展了教师对 EES 评价的研究框架，并为评估中国乃至其他地区的普及性 EES 提供了有用的工具。
