A Comparative Analysis of the Allocation of Preschool Teacher Resources in Eastern and Western Regions: Take Guangzhou and Lhasa as examples

Han Wang

doi:10.6918/IJOSSER.202508_8(8).0019

Authors

Han Wang

DOI:

https://doi.org/10.6918/IJOSSER.202508_8(8).0019

Keywords:

Preschool education Allocation of educational resources Educational equity.

Abstract

This study focuses on the issue of educational equity. Taking the current situation of preschool teacher resource allocation in Guangdong and the Tibet Autonomous Region as the entry point, through summarizing and generalizing relevant literature, it is found that there are deficiencies in the existing research. This study focuses on the groups of preschool teachers in Guangzhou and Lhasa, and conducts an in-depth analysis of the differences in the allocation of preschool teacher resources between Tibet and Guangdong from three dimensions: the quantity, quality and structure of preschool teachers. The research finds that there are significant differences between preschool teachers in the Tibet region and those in the Guangdong region in terms of quantity, quality and structure. The teacher-child ratio is unbalanced and it is difficult to meet the basic needs of preschool education. The educational level of teachers is relatively low, and the proportion of teachers with a bachelor's degree or above is much lower than that in the Guangdong region. Problems such as the slow update of professional concepts and knowledge due to the limitations of geographical location and other factors are prominent. These problems jointly restrict the improvement of the quality of preschool education in the local area. In response to the above problems, this study puts forward the following suggestions: First, increase investment in preschool education in the Tibet region, increase the number of preschool teachers, supplement the number of teachers through recruitment, training and other means, and improve the current situation of the imbalance in the teacher-child ratio. Second, break professional stereotypes and optimize the age and gender structure of the teaching staff. Third, strengthen the construction of the training system for preschool teachers in the Tibet region, formulate targeted training plans, and improve the educational level and professional quality of teachers.

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