2015年，经济合作与发展组织（OECD）颁布《强势开端Ⅳ：学前教育质量监测》，明确提出将幼儿园教师质量监测作为学前教育质量监测系统的一部分。遗憾的是，我国目前尚缺乏科学、有效的幼儿园教师质量监测工具。因此，研制科学的幼儿园教师质量监测工具，积极开展幼儿园教师质量的动态、持续监测，为教育督导和教育决策提供参考和依据，无疑具有举足轻重的意义。由于文化存在论教育学理论在分析教师专业发展时有其独特的视野，特别注重教师的人文精神、自主精神、科学精神的培育，因此，本研究以文化存在论教育学为主要理论框架，将教师视为“完整的”教育者，构建了以生存之基、专业之智、文化之品、自主之性和信仰之情这5个维度为核心的《幼儿园教师质量监测量表》。本研究采用分层随机抽样方法，从上海市的7个区每区随机抽取10-12所幼儿园，共计81所幼儿园的1768名教师作为研究对象。研究发现：（1）经典测量理论的极端组检验法、题总相关法、内部一致性系数检测法、共同性与因素负荷量检测法的结果均表明该量表具有优秀的鉴别度和信度。（2）探索性因子分析的研究结果表明，幼儿园教师质量由生存之基、专业之智、文化之品、自由之性、信仰之情等5个一级维度构成。二级维度则由身心健康、人际和谐、师德修养、专业知识、专业能力、文化自觉意识、文化养成能力、文化比较视野、教学自主权、专业成长权、参与决策权、教育信念、专业认同和职业使命等14项构成。（3）验证性因子分析发现该量表的拟合指数优良，残差RMSEA的值为0.057，远小于0.5；X²/df为3.83，小于5；CFI、IFI、TLI的值均在0.9以上，GFI、NFI、RFI的值均在0.85以上。

In 2015, OECD officially promulgated Start Strong IV: Monitoring in Childhood Education and Care, which clearly proposed kindergarten teacher’s quality monitoring as a part of education quality system. However, there is still a lack of scientific and effective quality monitoring tools for kindergarten teachers in China. Therefore, it is of great significance to develop an effective monitoring tool for kindergarten teachers to provide reference and basis for educational supervision and decision-making. As the theory of cultural existentialism pedagogy (CEP) has its unique vision in the analysis of teacher’s professional development, and pays special attention to the edification of teacher’s humanistic spirit and empowerment, this study takes CEP as the main theoretical framework, regards teachers as “the whole” educators, and develops the “Kindergarten Teacher’s Quality Monitoring Scale”, including five dimensions of healthy condition, practical wisdom, cultural competence, empowerment and autonomy, and commitment and loyalty. In this study, 1,768 teachers from 80 kindergartens in 7 municipal districts of Shanghai with randomly stratified sampling took part in filling the scale. The results are as follows. First, according to the small group analysis, item-total correlation analysis, reliability analysis, and favor loading analysis of classical test theory, the scale has excellent discrimination and reliability. Second, the results of exploratory factor analysis show that kindergarten teacher’s quality consists of 5 dimensions, which are healthy condition, practical wisdom, cultural competence, empowerment and autonomy, and commitment and loyalty. The secondary indicators are composed of 14 items, including physical and mental health, good society, teachers’ moral cultivation, professional knowledge, professional ability, cultural consciousness, cultural cultivation ability, cultural comparative vision, teaching autonomy, professional growth right, participation in decision-making right, educational belief, professional identity and professional mission. Third, the fitness index with confirmatory factor analysis shows that the RMSEA is 0.057, far less than 0.5; X²/df is 3.83, less than 5; CFI, IFI, TLI are all 0.9, GFI, AGFI, NFI are all above 0.85, so the scale has good structure validity.