Structural and process predictors of Chinese parental satisfaction toward early childhood education services

This study examined structural and process predictors of Chinese parental satisfaction toward early childhood education (ECE) services in the Chinese sociocultural context. The two-level hierarchical linear model was used to investigate the structural and process predictors of parents' satisfaction toward ECE services among 532 parents coming from 48 kindergarten classrooms in a southern China province. Findings indicated that educational level and annual income on parent-level were positively related to their satisfaction. Although classroom-level variables altogether explained a large percentage of parental satisfaction, only the structural quality predictors of teachers' teaching experiences and class size, as well as the process quality predictor of the emotional support, were identified to be significant predictors of parental satisfaction toward multiple dimensions of ECE services. Implications for ECE service providers, policymakers, and professionals are discussed.