<![CDATA[This study investigates the relationships among artificial intelligence (AI) literacy, external support, teaching efficacy, and teaching competence development among kindergarten teachers in underdeveloped regions of China. Data were collected from 236 teachers across five public kindergartens in Xingyi City, Guizhou Province. Using quantitative research methods, including multiple regression and mediation analysis, the study examined how teachers' technological cognition, instructional integration ability, and external support affect their teaching competence, and whether teaching efficacy mediates these relationships. Results reveal that all three dimensions of AI literacy technological cognition, instructional integration, and external support significantly and positively influence teaching competence (β = 0.248, 0.130, and 0.111, respectively, p < 0.01). Mediation testing further shows that teaching efficacy plays a partial mediating role, accounting for 19.2%, 27.4%, and 10.5% of the total effects, respectively. These findings highlight the importance of AI literacy and institutional support in enhancing teachers' professional growth and teaching adaptability in the era of educational digitalization. The study contributes to the literature by providing empirical evidence from an underrepresented context and suggesting that improving AI literacy and support mechanisms can effectively promote teachers' capacity for innovation and pedagogical transformation.]]>
