Contemporary preschool teachers should beconsidered to have the abilities required to integrate tech-nology into their teaching. Hence, how to integrate tech-nology into preschool teachers’ pedagogical contentknowledge is an important issue. The current study hypoth-esizes that preschool teachers’ perceptions of classroomauthority could be one of the important factors affecting theirtechnological pedagogical content knowledge (TPACK).The purpose of this study was to explore the relationshipsbetween preschool teachers’ perceptions of classroomauthority and their TPACK. Two questionnaires, the Pre-school Teacher Authority Scale (PTAS) and the TPACKsurvey, were administered to 303 in-service preschoolteachers in Taiwan. The cluster analyses revealed that thepreschool teachers were characterized into four distinctclusters of teacher authority according to their responses onthe PTAS, which were labelled as the clusters of Lowengagement, Surface constructivist, Teacher dominance andHigh commitment. The ANOVA analyses showed that thepreschool teachers in the Teacher dominance and Highcommitment clusters had greater agreement than otherteachers with teachers’ pedagogical content knowledge. Inaddition, for all the technological related knowledge (TCK,TPK and TPACK), the preschool teachers in the Highcommitment cluster perceived technology-related knowl-edge as having greater importance than did other teachers.

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• Exploring the Relationships Between In-Service PreschoolTeachers’ Perceptions of Classroom Authority and Their TPACK