Developing the Kindergarten Institutional Capacity in Egypt in Light of the Requirements of Egypt’s Vision 2030

The current study aimed at identifying the reality of institutional capacity of kindergartens in Egypt, pointing out the contemporary challenges affecting the institutional capacity of kindergartens, determining the most important requirements of Egypt’s vision 2030 as well as providing suggestions for developing institutional capacity of the Egyptian kindergartens in light of Egypt’s vision 2030. The study depended on the descriptive survey research method to achieve the aforementioned goals. A questionnaire was administered to a stratified random sample of kindergarten supervisors, managers and female teachers (n= 483) within the five educational districts representing the whole geographic location of Behira. Results concluded that the percentages of the participants’ scores on the questionnaire dimensions ranged between high and low. They were ordered as follows: the second dimension related to problems challenging the kindergarten institutional capacity, the third dimension including suggestions for developing the kindergarten institutional capacity and the first dimension addressing the reality of institutional capacity of the Egyptian kindergartens. Values of the response scores on these dimensions were (89.625), (89.165) and (5.984), respectively. Results also indicated that there were statistically significant differences (a=0.05) among the participants’ responses on both first and third dimensions attributed to the school location (rural - urban). The t-values were (-6.187) and (3.66), respectively. Regarding the second dimension, there were no statistically significant differences according to the school location (t-value was 0.98). There were statistically significant differences (a=0.05) among the participants’ responses on all dimensions attributed to the job nature (supervisor – manager – female teacher). The f-values were (734.756), (9.178) and (18.107), respectively.