公办性质幼儿园是我国普惠性学前教育资源的重要组成部分，具有办园基础好、存量较大、收费不高、质量相对较好的特点，因此大力支持和发展公办性质园是扩充学前教育资源的重要举措。公办性质幼儿园教师队伍建设是保障公办性质园发展的关键因素。当前公办性质园教师岗位存在职业吸引力不足、教师队伍不稳定、教师专业发展空间不足等问题，亟需进一步完善公办性质园教师政策，为公办性质园发展和公办性质园教师队伍建设提供政策保障。
本研究以北京市为例，综合使用文献法、访谈法和问卷法进行了多元聚合式的研究设计，分析了北京市公办性质园教师政策的现状、进行的积极有益探索和取得的成效，并发现其中仍存在的问题及产生的影响；接着，针对当前公办性质园教师政策的现状及问题，从不同方面深入剖析和探求影响公办性质园教师政策的深层次制约因素；最后，在此基础之上，提出完善公办性质园教师政策的基本原则，并为完善公办性质园教师政策提供对策建议。
本研究从以下五个方面分析了公办性质园教师政策：公办性质园教师编制政策和非在编教师聘用政策、待遇保障政策、职称评定政策、考核评价政策和专业培训政策。研究发现，在公办性质园教师编制政策和非在编教师聘用政策上，公办性质园教师编制紧缩，大部分教师没有编制，非在编教师主要通过与幼儿园签订劳动合同进行聘用，少量园所购买了第三方机构服务；在教师待遇保障政策上，市级财政资金补助政策有利于增加公办性质园人员经费，使得教师工资有所提升，但是教师全员纳入社保体系的相关配套政策尚待完善；在公办性质园教师职称评定政策上，公办性质园教师已全部被纳入教师职称评定范围，但人事档案管理不规范等问题仍然阻碍了部分教师参加职称评定，目前仍有半数教师未评职称；在考核评价政策上，幼儿园园所内部教师考核制度缺少足够的政策督导，公办性质园教师考核体现出较强的家长服务特征，部分教师参评市级、区级荣誉受限；在教师专业培训政策上，公办性质园全员培训和新任教师培训开始展开，但培训机会不均等、高质量培训不足等问题仍然存在。
研究认为，制约公办性质园教师政策的因素主要有：公办性质园的服务属性使得教师的“专业人员”身份未得到足够认可，教师的劳动价值和专业价值被大大低估进而影响了公办性质园教师政策设计；经济体制改革过程中公办性质园管理体制调整，“双轨制”管理导致教师政策落实困难；当前公办性质园办园经费不足，教师待遇保障和专业培训等缺乏足够的经费来源；公办性质园教师“单位人”身份瓦解后，科学的教师管理制度尚待建立。
基于以上研究结果，本研究认为完善公办性质园教师政策应坚持以下基本理念：充分尊重和认可公办性质园教师“专业人员”身份，针对不同园所情况进行差异化教师政策设计。本研究对完善公办性质园教师政策提出以下对策建议：强化政府责任，进一步完善上下联动、部门协助的管理制度；多渠道扩充公办性质园经费来源，为公办性质园教师政策提供经费保障；创新幼儿园教师编制使用方法，建立健全非在编教师聘用制度；制定教师工资标准和增长机制，加强对教师社保权益的保障；有序落实公办性质园教师职称评定的配套工作，充分发挥职称对教师专业发展的激励作用；加强公办性质园教师考核体系建设，增加评奖评优种类和机会；完善公办性质园教师培训制度，促进教师专业发展。

Public-nature kindergartens are an important part of inclusive preschool education resources in China. It has the characteristics of good foundation, large stock, low charge and relatively good quality. Therefore, it is an important measure to expand preschool education resources to support and develop public-nature kindergartens. The construction of teachers' team in public-nature kindergartens is the key factor to guarantee the development of this kinds of kindergartens. At present, there are some problems in the post of public-nature kindergarten teacher policy, such as lack of vocational attraction, unstable teachers' team and insufficient space for teachers' professional development. It is urgent to further improve the policy. 
This study takes Beijing as an example, and makes a research by using literature, interviews and questionnaires. It analyzes the current situation, positive and beneficial exploration and achievements of the policy of public-nature kindergartens teachers in Beijing, and finds out the problems and the impact. Then, aiming at the current situation and problems of public kindergartens teachers policy, this study analyzes the current situation and effect of the policy of teachers in public-nature kindergartens. In different aspects, it analyzes and explores the deep constraints that affect the teacher policy of public-owned parks. Finally, on this basis, the principles of improving the policy of teachers in public-nature kindergartens are put forward, and countermeasures and suggestions are provided for improving the policy.
This study finds that in the policy of teachers' compilation and teachers' employment, the public-nature kindergarten teachers are tight, unofficial teachers are mainly employed through signing labor contracts with kindergartens, and a small number of them purchase the services of third-party institutions; in terms of the policy of teacher treatment protection, the municipal financial fund subsidy policy is conducive to increase. The staff funds of public-nature kindergartens have made the salaries of teachers improve, but the relevant supporting policies for teachers' full staff in the social security system need to be improved; in the policy of the evaluation of teachers' titles, the teachers in public-nature kindergartens have been included in the scope of teacher title evaluation, but the management of human affairs archives is still not standardized, which still hinders some teachers from participating in the evaluation of professional titles; in terms of assessment and evaluation policies, the assessment system of teachers in kindergartens lacked enough policy supervision, and the assessment of public-nature kindergartens teachers showed strong parental service characteristics, and some teachers were limited in their participation in municipal and district level honors; in terms of teacher professional training policy, the whole staff training and new teacher training of public-nature kindergartens began to be launched, but there are still problems such as inequality, lack of high-quality training and so on.
This study holds that the main factors restricting the teachers' policy of public-nature kindergartens are: the identity of "professional personnel" is not recognized, the labor value and professional value of teachers are greatly underestimated, which affects the policy design; during the process of economic system reform, the management system is adjusted. The policy of teachers is difficult to implement; the protection of teachers' treatment and professional training are lack of sufficient funds; after the identity of "unit person" of teachers in public-nature kindergartens has been disintegrated, a scientific teacher management system has yet to be established.
Based on the above research results, this study believes that the following basic concepts should be adhered to improving the public-nature kindergartens teachers policy: fully respect and recognize the identity of "professional personnel" of public-owned garden teachers, and design differentiated teacher policies for different situations of the park. This study puts forward the following countermeasures and suggestions for improving the policy: strengthening the government responsibility, further improving the management system of linkage between the top and the bottom and the assistance of departments; expanding the fund sources o public-nature kindergartens in multiple channels to provide financial guarantee for the teachers' policies; innovating the methods of using kindergarten teachers, establishing and perfecting the employment system of non-woven teachers; making teachers' work. The system of capital standard and growth should be strengthened to guarantee the social security rights and interests of teachers; the supporting work of the professional title evaluation of public-nature kindergartens teachers should be implemented in an orderly manner, and the role of professional titles should be fully exerted to stimulate the professional development of teachers; the construction of teacher assessment system should be strengthened, and the types and opportunities for evaluation and evaluation should be increased; the training system of teachers in public-owned parks should be improved to promote the professional development of teachers.