Occupational prestige and teacher empowerment for preschool teachers: A moderated mediation of digital critical literacy and teacher alienation

This study examined the relationships among occupational prestige, teacher empowerment, digital critical literacy, and teacher alienation within the preschool context in northern Taiwan. A cross-sectional survey was conducted with 482 preschool teachers, and the data were analyzed using partial least squares structural equation modeling. The results showed that occupational prestige was positively associated with teacher empowerment, both directly and indirectly via digital critical literacy. The analysis also suggested that teacher alienation moderates this indirect relationship. While alienation weakens the direct relationship between occupational prestige and digital critical literacy, the indirect relationship becomes more pronounced at higher levels of alienation. These findings highlight the importance of fostering preschool teachers’ digital critical literacy and enhancing their professional status. The results suggest that improving societal recognition of preschool teachers could contribute to developing their professional agency and sustained commitment. Furthermore, digital critical literacy may function as a compensatory resource that helps alienated teachers negotiate their professional identity and navigate complex educational environments with greater agency.