Dual-perspective assessment of kindergarten principals’ professional competence in China: Evidence from principals and teachers

This study employed an explanatory sequential mixed-methods design, combining large-scale questionnaire surveys with grounded theory interviews to examine the current state of kindergarten principals’ professional competence in China from the dual perspectives of principals’ self-assessments and teachers’ evaluations. Questionnaire data were collected from 2122 principals and 19,367 teachers across Eastern, Central, Western, and Northeastern China, using a three-dimensional scale measuring value-oriented competence, instructional and caregiving leadership, and organisational management. Semi-structured interviews with 65 principals were analysed using grounded theory coding. Results showed that principals’ overall competence was moderately high, with organisational management scoring highest and self–teacher gaps in instructional leadership and organisational management. International exchange competence was low. Significant regional (Eastern/Northeastern > Central/Western) and urban–rural (urban > county > township > village) disparities were found. Grounded theory identified four interrelated factors – organisational environment, individual agency, practical experience, and external support – forming a dynamic coupling mechanism for principals’ professional development. The findings provide empirical evidence for optimising principal training and reducing regional disparities.