The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study

This study aims to evaluate the sustainability of early childhood education (ECE) from Chinese teachers’ perspectives using a newly developed and validated instrument, the Sustainability of Early Childhood Education Rating Scale (SECERS). Altogether, 3636 teachers nationwide were ran-domly surveyed. First, analysis of the psychometric properties indicated that SECERS was a reliable and valid scale with three constructs: sustainability in ecology, sustainability in management, and sustainability in policy. Second, Chinese teachers positively evaluated sustainability in ecology but negatively evaluated it in policy. Third, latent profile analysis yielded the best-fit model with four profiles: low-, middle-, upper-middle-, and high-level profiles of teacher evaluations. Last, hierarchical regression analysis found that kindergarten quality grades played a key role in predicting the sustainability of ECE evaluation. The findings demonstrate the necessity of providing effective policy and management support to promote the sustainable development of ECE in China.