Taking Chuzhou City as an example, this study, from the perspective of kindergarten principals' evaluation, developed an evaluation tool based on the Guidelines for the Evaluation of Kindergarten Care and Education Quality (hereinafter referred to as the Guidelines for Evaluation), and used questionnaire survey and interview method to investigate and explore the principals' evaluation of kindergarten educational process quality. By synthesizing questionnaire data and interview materials, this study identified the following problems: 1. The scores of principals' self-evaluation on kindergarten educational process quality are generally high, and the self-evaluation is highly subjective; 2. The principals' self-evaluation on kindergarten educational process quality is greatly affected by external evaluation; 3. The interpretation of evaluation indicators for kindergarten educational process quality is not in-depth, and principals' self-evaluation ability needs to be further improved. In response to the above problems, this study put forward the following suggestions and reflections: 1. Strengthen ideological guidance and concept iteration to stimulate principals' internal motivation for self-evaluation; 2. Intensify thematic training to fully understand the connotation of evaluation indicators and improve principals' professional cognitive ability for self-evaluation; 3. Construct a collaborative research community of principals for self-evaluation empowered by professional evaluators; 4. Establish a regular mechanism for principals' evaluation in the self-evaluation of kindergarten educational process quality.
Ping et al. (Wed,) studied this question.