Even though digital literacy (DL) has become a required skill for teachers in the digital age, limited research has focused on teachers' preparation for DL, particularly in early childhood education (ECE). Using a mixed-methods research approach, this study investigated the current status of ECE teachers' DL levels and the factors that influence them. The quantitative data were collected through a structured questionnaire. Descriptive statistics and latent profile analysis showed that the overall DL of 543 participants was moderate, with distinct intra-group differences classifiable into three groups. Analysis of variance indicated that there were differences in the levels of DL among ECE teachers with various demographic characteristics. Regression analyses further revealed that the degree, nature, and level of the kindergarten were significant influencing factors. Qualitative data were obtained through semi-structured interviews with 10 teachers. The coding results based on grounded theory showed that four social-ecological system factors that influence DL are individual characteristics, kindergarten support, social environment, and era development. These findings highlight the necessity for DL training programs and provide empirical data to policymakers.