<p>This study examines Chinese preschool teachers’ evaluation beliefs (TEB), which encompass their attitudes, perceptions, and expectations toward teacher evaluation activities. These beliefs shape teachers’ engagement with evaluation and relate to professional development and teaching effectiveness. Using a person-centered approach, the study examined Chinese preschool teachers’ profiles based on TEB and their associations with teacher characteristics (age, teaching experience, and educational level) and knowledge of teacher-child interactions. Stratified random sampling yielded 768 consenting teachers, and 724 valid responses were retained. Four distinct teacher beliefs profiles were identified through latent profile analysis: High-Support (HS), Average-Support (AS), Inconsistent (IC), and Low-Support (LS). Age, teaching experience, and knowledge predicted TEB profiles, with younger, less experienced teachers, and those with higher knowledge more likely to belong to the HS group. The findings highlight the importance of customizing support mechanisms based on the varied belief profiles of teachers. Additionally, the practical implications encompass the promotion of a constructive evaluation culture, the provision of personalized support, and the prioritization of developmental purpose to enhance teacher engagement and improve instructional quality.</p>