摘要
县级政府作为乡村学前教育发展的责任主体,其履职效能直接影响学前教育质量发展。园长满意度测评不仅是衡量政府履责成效的关键指标,更是推动教育治理优化的重要依据。本研究从机会供给、质量提升和公平发展3个维度构建包含12项二级指标、38个观测点的评价体系,基于全国65县3856名乡村园长的调查数据进行分析。研究发现,园长对县级政府履责的总体满意度处于中等偏上水平,但质量提升维度得分显著偏低;园长满意度内部结构不均衡,师资配置、财政投入、园所公平和规划布局等是亟待优化的领域;异质性分析发现,公办性质园、乡镇园和学历较高的园长满意度落差尤为显著。结合深度访谈,研究揭示当前县级政府履职困境:资源统筹能力不足与配置结构性失衡并存,多重委托代理关系下政策执行重短期绩效轻长效发展,利益相关主体协同机制缺失引发政策落地虚化等问题。据此提出优化路径:通过分类施策实现资源精准配置,以优化机制提升政策执行效能,构建多元主体协同参与的利益整合平台,推动乡村学前教育高质量发展。
As the primary responsibility holders for rural preschool education,county-level governments directly influence the quality of preschool education through their performance.The satisfaction of kindergarten principals serves as a key indicator for assessing the effectiveness of government responsibilities and is also an important basis for optimizing educational governance.This study constructs an evaluation system comprising 12 secondary indicators and 38 observation points across three dimensions:opportunity provision,quality improvement,and equitable development.Based on survey data from 3856 kindergarten principals in 65 counties nationwide,the research reveals that the overall satisfaction of kindergarten principals with the performance of county-level governments is at a medium-to-high level,but the scores related to quality improvement are significantly low.Furthermore,the internal structure of principal satisfaction is uneven,with areas such as teacher allocation,financial investment,equity in kindergarten facilities,and planning layout requiring urgent optimization.Heterogeneity analysis indicates that there are particularly significant differences in satisfaction among public kindergartens,township kindergartens,and principals with higher educational qualifications.Combining in-depth interviews,the study identifies several challenges faced by county-level governments in fulfilling their duties,including insufficient resource coordination capabilities,structural imbalances in resource allocation,and a focus on short-term performance over long-term development due to multiple principal-agent relationships.Additionally,the lack of a collaborative mechanism among stakeholders leads to the hollowing out of policy implementation.To address these issues,the study proposes optimization strategies,including targeted resource allocation through differentiated policies,improving the efficiency of policy implementation through institutional optimization,and establishing a multi-stakeholder collaborative platform for interest integration to promote high-quality development in rural preschool education.
作者
尹国强
易凌云
Guoqiang Yin;Lingyun Yi(School of Education,Central China Normal University,Wuhan 430079;Institute of Teacher Development,China National Academy of Educational Sciences,Beijing100088)
出处
《教育与经济》
北大核心
2025年第3期20-28,38,共10页
Education & Economy
基金
国家社会科学基金教育学青年课题“县域学前教育公益普惠发展指数研究”(项目编号:CGA200246)的研究成果
关键词
乡村学前教育
政府履责
教育满意度
以县为主
教育治理
rural preschool education
government responsibility fulfillment
educational satisfaction
counties taking a major role
education governance
