普惠性民办园是我国普惠性学前教育资源的重要组成部分，是促进我国学前教育事业普及普惠发展的重要力量。教师作为普惠性民办园的重要人力资源要素，是决定普惠性民办园长远发展的关键。普惠性民办园教师政策关系着普惠性民办园教师的切身利益，适宜的教师政策是支持普惠性民办园园所发展和教师队伍建设的重要制度性保障。然而当前普惠性民办园教师政策存在诸多问题，制约普惠性民办园的发展。如何建立健全普惠性民办园教师队伍的政策体系，显得极为重要和迫切，北京市针对普惠性民办园教师政策的制定和实施进行了有益探索，能够为改革完善普惠性民办园教师政策提供启示和借鉴。

在研究方法上，本研究综合运用文献法、访谈法以及问卷法进行理论与实证研究。一是运用文献法对涉及普惠性民办园教师的政策文件和研究文献进行分析，梳理普惠性民办园教师政策及其研究的基本情况；二是运用访谈法对与普惠性民办园教师政策相关的行政管理人员、专家学者等49人，以及举办者、园长以及教师等102位进行访谈；三是对北京市7个行政区40所普惠性民办园的480名教师进行问卷调查。三种方法互为补充、相互印证，全面了解北京市普惠性民办园教师政策的现状及问题，详细剖析其制约因素，并提出完善普惠性民办园教师政策的对策建议。具体的研究现状及问题、主要的制约因素和相应的建议包括如下几个方面：

首先，从教师配备政策、教师待遇保障政策、教师发展扶持政策和教师督导评估政策对北京市普惠性民办园教师政策的现状和问题进行研究。研究发现，第一，教师配备政策对师资配备的数量和质量提出明确要求，但师资配备达到政策要求的普惠性民办园不足七成，多数普惠性民办园教师资质符合规定却仍有提升空间；第二，教师待遇保障政策要求提高教师工资待遇，但普惠性民办园教师工资提高水平以及五险一金享有情况均不理想；第三，教师发展扶持政策规定不完善，操作性有待加强，教师培训机会明显增加但培训针对性还需提升，职称评定政策的激励作用仍显不足，普惠性民办园教师未能与公办园教师享有同等的评优评先机会；第四，教师督导评估政策在教师质量监督方面的规定较为全面，更多发挥鉴定功能，但是在教师权益保障方面的规定尚不完善，改进功能相对不足。

其次，在对现状及问题的分析之上，深入剖析了制约普惠性民办园教师政策的深层次因素，研究认为传统“重公轻民”的思想影响普惠性民办园教师政策的效果，“重硬件轻软件”的思想使普惠性民办园教师队伍建设未受到足够重视。上位法律的缺失或不完善影响普惠性民办园教师的身份地位与待遇。“限价+补贴”的财政投入方式使园所收入受限，导致落实教师政策缺乏财力支持。此外，管理体制不顺畅成为普惠性民办园教师政策的阻碍。

最后，从基本理念、保障机制与具体举措三个方面对完善普惠性民办园教师政策提出对策建议。在基本理念方面，普惠性民办园教师政策的制定和实施应立足公益性和普惠性的发展方向，坚持公办民办并举，保障普惠性民办园教师与公办园教师享有同等的地位与待遇。在保障机制方面，一是要健全和完善上位法律，明确普惠性民办园教师的身份地位与待遇；二是要建立科学长效的财政投入与运行保障机制，为落实教师政策提供财力支持；三是构建规范合理的管理体制，为教师政策提供支持。在具体举措方面，一是配足配齐教职工，严把入口关提升教师队伍素质；二是完善薪酬制度，建立教师工资待遇保障机制；三是健全专业发展支持服务体系，促进教师专业成长；四是完善督导评估体系，强化监管与问责机制。

The inclusive private kindergartens are an important part of the universal-benefit preschool education resources and an important force to promote the universal development of preschool education in China. Teachers, as the backbone and important human resources, are the key to the long-term development of the inclusive private kindergartens. The teacher policy of inclusive private kindergartens is related to the immediate interests of the teachers, and the appropriate teacher policy is an important guarantee to support the development of the kindergartens and the construction of the teachers. However, there are many problems in the current teacher policy, which restrict the development of the inclusive private kindergartens. It is very important and urgent to establish and improve the policy system of teachers in the inclusive private kindergartens. Beijing has made a beneficial exploration on the formulation and implementation of the teacher policy in inclusive private kindergartens, which can provide enlightenment and reference for the reform and improvement of the teacher policy in inclusive private kindergartens.

This research uses the literature method, the interview method as well as the questionnaire method to conduct theoretical and empirical research. The first is to analyze the policy documents and research literature about teachers in the inclusive private kindergartens by using the literature method, and to sort out the basic situation of teachers’ policy and research. Secondly, 49 administrators and scholars, 102 organizers, principals and teachers were interviewed by the method of interview. Thirdly, a questionnaire survey was conducted among 480 teachers from 40 inclusive private kindergartens in 7 districts of Beijing. The three methods complement and confirm each other, comprehensively understand the status quo and problems of the teacher policy in Beijing’s inclusive private kindergartens, analyze its restrictive factors in detail, and based on the above theory and empirical content, put forward countermeasures to improve the teacher policy of inclusive private kindergartens. Specific research status and problems, main constraints and corresponding suggestions are as follows.

First of all, this resraech studies the status quo and problems of teacher policy in Beijing’s inclusive private kindergartens from four aspects: teacher staffing policy, teacher salary guarantee policy, teacher development support policy and teacher supervision and evaluation policy. There are four findings in this study. Firstly, the teacher staffing policy sets clear requirements on the quantity and quality of teacher staffing. However, less than 70% of the public kindergartens have qualified teachers, and most of the teachers in the inclusive private kindergartens meet the requirements, but there is still room for improvement. Secondly, the teacher salary guarantee policy requires that teachers’ salary should be increased, but the increase of teachers’ salary and the enjoyment of five insurance and one gold are not ideal. Thirdly, the teacher development support policy is not perfect and its operation needs to be strengthened. The training opportunities for teachers in inclusive private kindergartens are obviously increased, but the pertinence of training still needs to be improved. The incentive effect of professional title assessment policy is still insufficient. The policy that teachers in inclusive private kindergartens have the same chance to evaluate their merits as public teachers is not in place. Fourthly, The teacher supervision and evaluation policy has more comprehensive provisions on the supervision of teacher quality and more appraisal functions, but the provisions on the protection of teachers’ rights and interests are not perfect and the improvement functions are relatively insufficient.

Secondly, based on the analysis of the current situation and problems, this study deeply analyzes the deep-seated reasons that restrict the teachers’ policy of inclusive private kindergartens. It is concluded that the traditional thought of “valuing the public over the private” influences the implementation effect of the teachers policy in inclusive private kindergartens, and the thought of “valuing the hardware over the software” makes the construction of the teachers’ team not receive enough attention. The lack or imperfection of superior law affects the status and treatment of teachers in inclusive private kindergartens. The financial input of “price limit + subsidy” restricts the income of the kindergarten, which leads to the lack of financial support for the implementation of the teacher policy. In addition, the unsmooth management system hinders the implementation of the teacher policy in inclusive private kindergartens.