How Confucian Traditional Culture Influences Preschool Teachers' Professional Growth Through Technology Usage Intention and Technology Pressure

ABSTRACT The professional development of preschool teachers is a core element and key issue in ensuring the quality of preschool education and achieving educational equity. This study explores the impact of preschool teachers' Confucian cultural perception on their professional growth, as well as the chain mediating effects of technology usage intention and technology pressure in this relationship. A questionnaire survey was conducted to collect valid data from 406 teachers in 38 inclusive kindergartens. The results show that preschool teachers' Confucian cultural perception significantly positively promotes professional growth. Technology usage intention serves as a mediating variable between Confucian cultural perception and professional growth, while technology pressure also acts as a mediating variable between Confucian cultural perception and preschool teachers' professional growth. Moreover, technology usage intention and technology pressure together play a chain mediating role in the relationship between Confucian cultural perception and professional growth.