Abstract

Based on a nationwide survey of 1,386 kindergarten principals across 10 Chinese provinces, this study identifies three critical workforce challenges in rural, poverty-alleviated regions—namely, (1) severe principal shortages, particularly in rural areas; (2) structural weaknesses persisting in private and village kindergartens despite overall improvements; and (3) prominent supply–demand imbalances in professional support despite enhanced qualifications. The findings reveal significant gaps between policy objectives and actual leadership conditions. The following three evidence-based solutions are proposed: enhancing recruitment through fiscal autonomy and faculty stabilization, optimizing structure via prioritized opportunities and rotation programs, and enhancing support quality through collaborative workload reduction and needs-based systems. These recommendations provide actionable strategies for strengthening principal leadership and promoting sustainable educational development in rural preschools.

Keywords: Poverty-alleviated regions, Kindergarten principals, Teacher workforce development