Guidelines for the assessment of training programs have been developed to improve preschool teachers’ capabilities, however, there are still questions concerning the efficiency of such training programs in targeting teachers’ practical needs. The purpose of the study to evaluating teachers’ perspectives on training program effectiveness in terms of pedagogical knowledge, content knowledge, classroom management competency, reflective practice ability, and child-centered teaching practices. Study also evaluated differences in perspectives between public and private preschool teachers and across varying levels of teaching experience. A quantitative research design was used in this study. It consisted of 100 preschool teachers from Lishui, China, including 50 from private and public preschools. The data was collected using a structured 20 items questionnaire comprising five dimensions. Results indicated a high overall training program effectiveness (M = 4.20, SD = 0.64), with child-centered teaching practices having the highest mean (M = 4.28) compared and content knowledge as the lowest mean (M = 4.09). Independence t-test showed no significant differences between public and private preschool teachers, except for the child-centered practices (p = 0.038). One-way ANOVA showed significant differences by teaching experience (F = 2.80–3.60, p < 0.05), with higher effectiveness ratings given from more experienced teachers. The findings show that training programs guide preschool teachers develop competencies. Enhanced knowledge and practices are indicated by high mean values. Public and private teachers are only minimally different from one another; it suggests that both sectors are producing broadly similar effects. Study find that experienced teachers benefit more from the training, while novice teachers in particular appear to need more support in order to make the training effective. These results suggest that contextual factors and teaching experience mediate the effectiveness of training. Hence, training programmes should follow differentiated, context-sensitive approaches. To drive effectiveness, foster teaching competencies, and support better learning outcomes for preschool education there is an imperative to embed practical elements and targeted support for novice teachers.
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