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The 'Matthew effect' in Chinese kindergarten principals' professional development: a mixed-methods study
Yu Qian1, Shiyuan Zhangchen1, Hui Li2
1Department of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai, China.
Frontiers in Psychology
|June 23, 2023
Summary
Most Chinese kindergarten principals (70.3%) have high professional development (PD) needs, especially inexperienced ones in private kindergartens. Significant rural-urban and public-private gaps in PD needs were observed.
Area of Science:
- Educational Leadership
- Early Childhood Education
- Professional Development
Background:
- Kindergarten principals are crucial for quality improvement.
- Understanding principals' professional development (PD) needs is essential for effective policy.
- Existing research has not fully captured the nuanced PD needs of Chinese kindergarten principals.
Purpose of the Study:
- To identify and profile the professional development needs of kindergarten principals in China.
- To examine the differences in PD needs based on principals' backgrounds (e.g., experience, school type, location).
- To inform future PD policy and program development for kindergarten principals.
Main Methods:
- A mixed-methods approach was used, combining a national survey of 3,065 principals with interviews of 16 principals.
- Latent profile analysis was employed to identify distinct groups of PD needs.
- Analysis of Variance (ANOVA) and follow-up interviews were used to explore differences and confirm findings.
Main Results:
- Three profiles of PD needs were identified: low (7.5%), medium (22.2%), and high (70.3%).
- Principals with high PD needs were predominantly inexperienced and worked in newly established private kindergartens.
- Significant rural-urban and public-private disparities were found in principals' current and desired qualifications, with rural principals aspiring to higher degrees or certificates.
Conclusions:
- A substantial majority of Chinese kindergarten principals require significant professional development.
- There are notable inequities in PD needs and opportunities, mirroring a 'Matthew effect' where advantaged principals benefit more.
- Policy and program development must address these identified gaps to ensure equitable and effective PD for all kindergarten principals.
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