How Education Policy-based Discourse Relates to Kindergarten Teacher Agency? A Post-structural Analysis

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Abstract

This study adopts a post-structural perspective to explore how education policy-based discourses are associated with kindergarten teachers’ agentic practices in their work. In Hong Kong, current discussions in the early childhood sector are centered on salary structures and curriculum reform, framing ongoing debates about teachers’ status and professionalism. Semi-structured interviews with 29 kindergarten teachers reveal that the absence of a statutory salary framework significantly contributes to dissatisfaction, impacting their motivation and teaching effectiveness. Another key policy involves government-mandated curriculum directives that place dual demands on teachers: upholding professional standards while restricting their pedagogical discretion. This challenge limits their ability to adapt teaching methods to meet the diverse needs of their students, which may impact the quality of early childhood education.

Authors

• Chrysa Pui Chi Keung, Education University of Hong Kong

• Yinuo Wang, The Education University of Hong Kong