A comparison of urban and rural kindergarten teachers' perceptions of school safety for young children: implications for quality teacher education

• Published in: Early child development and care 2017-01, Vol.187 (1), p.80-88
• Main Author: Wong, Yau-ho Paul
• Format: Article
• Language: English
• Subjects: Attitudes; Childrens health; Comparative Analysis; Correlation; Educational Quality; Foreign Countries; Health education; Health promotion; Kindergarten; Likert Scales; perceived school safety; Perceptions; Preschool children; Preschool Teachers; quality teacher education; Questionnaires; Rural communities; Rural Schools; Safety; School Safety; Statistical Analysis; Teacher Attitudes; Teacher Education; Teachers; Teaching; Teaching Experience; Urban and rural kindergarten teachers; Urban Schools
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/03004430.2016.1151418

Although a quality preschool supports young children's health and safety, 'quality' has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong teachers (from an urban region of China) and 111 Yunnan teachers (from a rural region of China) rated their perceived knowledge and attitudes regarding child safety and perceived school safety for young children. The results showed that although Yunnan teachers rated their schools' safety less favourably than did Hong Kong teachers, they rated themselves as having better knowledge and stronger attitudes about child safety. Hong Kong teachers' age and total teaching experience and Yunnan teachers' perceived knowledge significantly predicted their perceived school safety for young children. The implications for 'quality' as a multi-level construct in relation to quality teacher education are discussed.