Research on the manifestations and key factors of digital competence of China’s preschool teachers

Vollständiger Abstract

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Grounded in an integrated framework of the Iceberg Theory, TPACK, and DigCompEdu, this study developed a five-dimensional model and employed mixed methods to investigate the current status and key determinants of digital competence among Chinese preschool teachers. A quantitative survey was administered to 599 practitioners, followed by semi-structured interviews with 15 teachers. The results demonstrated that: (1) Overall digital literacy was at a moderate-to-high level. Among the five dimensions, “Digital Management Competence” scored the highest ( M = 4.323), whereas “Digital Leadership” scored the lowest ( M = 4.021). Scores for “Digital Education Competence,” “Digital Learning Competence,” and “Basic Digital Skills” fell within the moderate range (M = 4.062–4.186). (2) Demographic variables significantly influenced digital literacy. Female teachers exhibited significantly higher digital literacy than their male counterparts [ t (140.19) = −2.61, p < 0.01, η 2 = 0.012]. ANOVA revealed significant differences across educational backgrounds; notably, teachers with master’s degrees and those with bachelor’s degrees or below scored significantly higher than doctoral degree holders [ F (2, 596) = 37.371, p < 0.001, η 2 = 0.111]. Teachers with over 11 years of experience demonstrated the highest literacy levels ( F = 4.286, p = 0.001). Regarding professional titles, senior teachers scored significantly higher than junior or ungraded teachers, while intermediate title holders exhibited a distinct “low point” [ F (3, 595) = 12.717, p < 0.001, η 2 = 0.060]. (3) Regression analysis identified self-efficacy, intrinsic motivation, and proactive personality traits as the most significant predictors of digital literacy. (4) Qualitative findings highlighted that while educators recognize the value of digital competence, they face systemic challenges such as inadequate training and uneven resource distribution. Targeted institutional support is recommended to enhance teachers’ self-efficacy and motivation, thereby fostering their digital development.