The Effect of Early Childhood Teachers’ Perfectionism and Technostress on Digital Competence

Objectives This study aimed to explore the relationships between early childhood teachers' perfectionism tendencies, technostress, and digital competence, and to examine how perfectionism tendencies and technostress influence digital competence. Methods To this end, a sample of 300 preschool teachers currently employed in early childhood education institutions was surveyed. The collected data were analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, Pearson's correlation analysis, and hierarchical multiple regression analysis, using SPSS version 23.0. Results Self-oriented perfectionism positively influenced digital citizenship, critical thinking, and content creation with pedagogy, while other-oriented and socially prescribed perfectionism negatively affected digital citizenship and critical thinking. Technological uncertainty and complexity showed negative effects on digital competence, whereas technological overload had positive effects. Education level and training experience were identified as positive variables, while age was identified as a negative variable. Conclusions Based on these findings, the study provides an academic understanding of how perfectionism tendencies and technostress influence digital competence. Educational implications were discussed, emphasizing the need for tailored educational support and systematic training programs to alleviate technostress and enhance digital competence.