A Study On The Relationship Between Teacher’s Structural Characteristics And Process Quality Of Early Childhood Education

Teacher is the key factor in early childhood education (ECE) quality. Teacher quality is not only the important index to measure the ECE quality, but also the core and guarantee to improve the ECE quality. The process quality is the core of ECE, and it has close association with child outcomes. This study is aimed to survey the complex relationship between teacher’s structural characteristics and ECE process quality in China and what factors of the teacher’s structural characteristics is significant predictor and its effect size of the ECE process quality by empirical research.Measurement, investigation and statistical analysis methods were used in this study. Using the Kindergarten Basic Information Survey, Teacher Basic Information Survey and Chinese Early childhood Environment Rating Scale (the third trial version), researchers evaluated the ECE process quality of 400 classrooms in 186 kindergartens from Eastern, Central and Western region in China and collected 400 teachers’ structural characteristics from sample classroom. Descriptive Statistics, Analysis of Variance (ANOVA), Independent Sample T Test, and Chi-square Text were used to reveal the status of teacher’s team quality and ECE process quality. Correlation analysis and Regression analysis were used to analyze the relationship among the teacher’s structural characteristics variables, comprehensive quality index and the ECE process quality. The research results showed that:First, The whole level of teacher’s team quality is relatively low, and the teacher’s team quality is significant difference in different background. Second, Teacher’s structural characteristics, kindergarten and classroom variables are significant correlation. Third, The teacher’s structural characteristics (e.g., major, certification, education, zhicheng,) are significant correlation with the ECE process quality. Fourth, Teacher’s major, certification, education, zhicheng on the ECE process quality have significant effects of weak prediction. Fifth, Teacher’s gender, age, teaching years, and bianzhi don’t have significant effect on the ECE process quality. Sixth, Teacher’s comprehensive quality, compared with the single dimension of teacher’s structural characteristic variable, is a stronger predictor of the ECE process quality.Based on findings, researchers discussed and analyzed the results, and explored the possible reasons and the significance of research. At the same time, researchers also offered corresponding policy suggestions on teacher team construction and management.