Assessing the Impact of Institutional Support, Teacher Technology Attitude, and Teachers Collaboration on Preschool Teacher Professional Development in China

Abstract

The professional development (PD) of preschool teachers is pivotal to enhancing the quality of early childhood education. In China, disparities in institutional support, teacher technology attitudes, and teacher collaboration significantly influence PD outcomes, particularly across urban and rural contexts. This conceptual paper examines the interplay of these three factors and their collective impact on preschool teacher PD in China. Drawing on theoretical frameworks such as Social Learning Theory, the Technology Acceptance Model, and Communities of Practice, the study identifies key challenges, including uneven resource allocation, digital divides, and limited collaborative practices. By synthesizing existing literature and proposing hypotheses, this paper underscores the need for targeted interventions to address these disparities. The findings aim to inform policymakers, educational leaders, and stakeholders in designing effective, context-specific PD programs that support equitable teacher development, ultimately improving the quality of preschool education in China and providing insights for similar educational contexts worldwide.