The Level of Early Childhood Education Resource Allocation among Kindergarten Teachers and Principals in Jiangyang District, Luzhou City

Abstract

This quantitative descriptive study examined the level of early childhood education (ECE) resource allocation as perceived by kindergarten teachers and principals in Jiangyang District, Luzhou City. Based on Ecological Systems Theory and the Educational Resource Equity Perspective, this study conceptualized ECE resource allocation as a four-dimensional construct: Kindergarten Institutional Resources, Home Educational Support Resources, Community Support Resources, and Integrated Support Coordination. A total of 285 teachers and principals from public and private kindergartens completed a validated questionnaire. Data were screened and analyzed using SPSS 26.0, including descriptive statistics, exploratory factor analysis (EFA), and reliability analysis. Results showed that the overall level of ECE resource allocation was high (M = 3.57, SD = 0.52). Among the four dimensions, Kindergarten Institutional Resources scored the highest (M = 3.75, SD = 0.82), whereas Community Support Resources scored the lowest (M = 3.40, SD = 0.74). Moderate challenges were identified, mainly related to insufficient institutional resources, weak community support, and inadequate coordination among stakeholders. Respondents strongly supported improvement strategies, including strengthening institutional support, enhancing parental involvement, expanding community participation, and improving cross?context collaboration. This study provides empirical evidence for optimizing local ECE policies, balancing resource distribution, and promoting collaborative governance among kindergartens, families, and communities.