This study focused on mobile apps used by female preschool teachers to engage in mobile communities and self-efficacy to further their professional development. The configurations of gender technology images embedded in mobile communities were explored, and the practical figures of female preschool teachers were constructed for the consideration of the mediating roles of trust and interaction via mobile apps. A survey was conducted in Taiwan to test the influencing factors and mediating effects of female preschool teachers' attitudes toward the pursuit of professional development via mobile apps. The questionnaire consisted of four factors: mobile communities, teacher self-efficacy, trust, and interaction. Partial least-squares regression was employed to analyze the sample data and test the statistical effects of the mediators. The results indicate the fully multiple mediating effects of trust and interaction via mobile apps on the relationship between mobile communities and teacher self-efficacy. This paper includes useful suggestions to help female preschool teachers develop, reflect on, and construct meaningful practices for educare professions.