DIGITAL LEADERSHIP MODEL FOR KINDERGARTEN ADMINISTRATORS IN QINGYUAN CITY

Abstract

Digital transformation is profoundly reshaping the educational landscape, and the field of early childhood education faces unprecedented opportunities and challenges. As core decision-makers and strategic leaders, kindergarten principals play a pivotal role in their institutions' ability to adapt to change and improve care and education quality. Based on the Technology Acceptance Model (TAM), educational leadership theory, and situated learning theory, this study analyzes the key challenges faced by Chinese kindergarten principals in the digital era, including cognitive bias, insufficient technical skills, resource integration difficulties, and organizational cultural lag. A four-dimensional digital leadership training framework—comprising cognitive reframing, technological empowerment, resource integration, and cultural leadership—is proposed. The study elaborates on practice-oriented content design, blended training methodologies, and scientific evaluation mechanisms. It argues that targeted and systematic training is a strategic lever to empower principals to lead intelligent transformation in kindergartens and achieve high-quality development in early childhood education. It calls for coordinated efforts across policy, research, and practice domains.