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CE> Vol.6 No.20, November 2015
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Analysis on the Effectiveness of Preschool Education Teachers Construction in Western China —An Empirical Investigation Based on Shaanxi Province

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DOI: 10.4236/ce.2015.620219    3,748 Downloads   4,122 Views   Citations
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Youlong Zhang1,2*, Yaoyang Han1, Xiaoping Yang1


1Faculty of Education, Southwest University, Chongqing, China.
2Teachers College, Guizhou University of Engineering Science, Bijie, China.


Using a purposive sampling technique, this research chooses Shaanxi Province as the sample area to analyze the implementation effect of the Program Outline in three aspects which include the scale, quality and resource allocation of preschool education teachers. It is found that teachers’ construction has achieved remarkable effects illustrated by population explosion, more training opportunities, growing education qualification rate, and gradually increasing teachers’ salary. However, there are still some shortcomings need to be improved, which mainly include the lack and instability of teachers, irrational structure, low-level professionalization and imbalance of resource allocation. Therefore, it is suggested that the government should make the policy of listing out the kindergarten teachers’ position, and reconstruct a scientific model of teachers’ position according to the workload; add up teachers by all approaches and establish long-term mechanism to supplement teachers; strictly control entrance of teachers’ enrollment and implement the “Double Entry Mechanism”; strengthen the target of training and highlight the subjectivity of teachers; integrate all kinds of resources to establish the county-level training center, and play the radiation role of the demonstrated kindergartens or town central-kindergartens; improve and implement teachers’ salary in kindergarten, and perfect the social security system for teachers in rural areas and private kindergartens.


Preschool Teacher, Analysis on Effectiveness, Scale, Quality, Resource Allocation

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Zhang, Y. , Han, Y. and Yang, X. (2015) Analysis on the Effectiveness of Preschool Education Teachers Construction in Western China —An Empirical Investigation Based on Shaanxi Province. Creative Education, 6, 2152-2159. doi: 10.4236/ce.2015.620219.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Hong, X. M., & Ma, Q. (2015). Evaluation of the Implementation Effect of the Early Childhood Education Three-Year Action Plan: Perspectives of Internal Stakeholders. Journal of Educational Studies, 1, 115-126.
[2] Li, M. Y., & Cheng, X. (2015). Analysis on the Predicament and Breakout of Teachers Supply in China: Data Analysis of the First Phase of Three-Year Action Plan. China Education Journal, 4, 65-69.
[3] Shen, J. Z., & Li, L. F. (2013). On the Implementation of the Three-Year Developmental Project of Preschool Education of Gansu Province. Studies in Preschool Education, 12, 11-20.
[4] Wu, Z. H. (2014). How to Improve the Attraction of Teacher Profession in Rural Areas. Guangming Daily, 2 September, 11.
[5] Zheng, M. (2014). On the Three Years’ Project for Preschool Education. Studies in Early Childhood Education, 8, 34-43.

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