Teacher Autonomy in Chinese Public Kindergartens Through the Lens of Self-Determination Theory

Abstract

To address practical industry problems including the lack of teachers’ independent class management rights, insufficient internal work motivation and weakened professional sense of gain under the centralized administrative management model of public kindergartens in China, this paper adopts the framework of three core psychological needs proposed by Self-Determination Theory. It analyzes the dual educational and managerial values of preschool teachers’ independent management rights in public kindergartens, and sorts out practical dilemmas triggered by campus centralized control, quantitative assessment and hierarchical communication barriers, such as restricted authority, low self-efficacy and weak organizational belonging. The research shows that appropriately delegating micro preschool education and care decision-making power, cultivating teachers’ management capabilities through tiered empowerment, and building a flat communication mechanism can satisfy teachers’ basic psychological needs, activate the endogenous motivation for preschool education and care work. This research can provide theoretical references and practical ideas for public kindergartens to optimize campus governance structures, improve teachers’ power and responsibility systems, and advance refined governance of preschool education.