Abstract：

Teacher management in kindergartens is a primary aspect of kindergarten administration and a crucial factor in promoting the educational development of township inclusive kindergartens. To enhance the management efficiency of inclusive public kindergartens, strengthening teacher management is paramount. This study takes B Kindergarten, a public inclusive kindergarten in A County, Hubei Province, as a case study. Through open-ended interviews, non-participant observations, and case studies, the current state of teacher management in this inclusive public kindergarten is thoroughly examined from the perspective of educational equity. To protect the identities of the research subjects, place names and kindergarten names are represented by A and B, respectively. The study reveals issues in teacher management at B Kindergarten. To promote balanced development of township inclusive public kindergartens and advance educational equity in preschool education at the township level, it is imperative to promptly address the issues in teacher management at inclusive public kindergartens.

Key Words：

educational equity; preschool education equity; inclusive public kindergartens; teacher management