Assessment of the status quo of social responsibility performance of inclusive kindergartens: Evidence from China

Yang Lv, Min Wu, Chenwei Ma, Xinxin Hao and Xun Zeng

PLOS ONE, 2022, vol. 17, issue 11, 1-16

Abstract: China is determined to accomplish universal preschool education by asking the kindergartens to participate in social responsibility programs. This study intends to assess the level of participation of inclusive kindergartens in social responsibility programs. This study uses the Delphi expert method, integrated ISO26000 International Standard Guidelines for Social Responsibility, CSR (Corporate Social Responsibility) Scale, and the characteristics of the preschool education industry to construct a social responsibility evaluation model for inclusive kindergartens. It includes five dimensions (responsibility management, customer responsibility, employee responsibility, social service, and organizational responsibility) to show the social responsibility status of kindergartens. Data was collected from 832 respondents from 27 provinces, cities, and regions in China. This study reveals that the overall performance of social responsibility of inclusive kindergarten (3.67) is better, while organization responsibility (3.91) shows the highest performance. In comparison, customer (3.63) and staff responsibility (3.63) deliver average performance, and responsibility management (3.56) offers lower performance. The statistical analysis shows that the nature of kindergartens, whether inclusive or not, the number of classes, years of establishment, the distribution area, and performance are different. Kindergartens should have certain social values, including specific behaviors and participating in social activities in the spirit of social service. They should ensure preschool teacher’s professional and vocational development through multiple subjects’ synergetic governance. In addition to fulfilling the teachers’ social responsibility and professional development, the findings can put forward the cooperation with the government, social organizations, and kindergartens to improve teachers’ professional quality and social responsibility.

Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0272742

DOI: 10.1371/journal.pone.0272742

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