The Quality of Puhui Early Education Services in Chinese Teachers’ Perspectives: Evidence from a National Validation Study

Yifang Wang, Yong Jiang, Hui Li, Yu Zhou and Xinxin Liu
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Yifang Wang: Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
Yong Jiang: Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China
Hui Li: Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
Yu Zhou: Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China
Xinxin Liu: Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China

IJERPH, 2022, vol. 19, issue 17, 1-14

Abstract: 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.

Keywords: Puhui early education service; service quality; instrument development; teacher evaluation; China (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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