Perceived organizational support and occupational commitment: A study among male kindergarten teachers

In the field of early childhood education, research has increasingly paid attention to male kindergarten teachers as research subjects. The shortage of male professionals in this field, coupled with the persistent issue of high turnover rates, presents significant challenges to the preschool education sector. Elevating the retention rate of male kindergarten teachers stands as a vital concern, with occupational commitment emerging as a pivotal factor influencing retention. This study endeavors to construct a moderated mediation model to unveil the potential pathways through which perceived organizational support, occupational well-being, and person–job fit impact occupational commitment. This study administered a questionnaire that included person–job fit, perceived organizational support, occupational well-being, and occupational commitment scales. The study collected 402 valid responses from male kindergarten teachers. The findings reveal several key insights: perceived organizational support has a positive direct influence on occupational commitment; occupational well-being acts as a mediator in the relationship between perceived organizational support and occupational commitment; and person–job fit plays a moderating role, negatively impacting the predictive effect of occupational well-being on occupational commitment. Consequently, perceived organizational support can exert both a direct influence on occupational commitment and an indirect impact, mediated by occupational well-being, with person–job fit moderating the latter pathway. These results contribute to the quantitative literature surrounding male kindergarten teachers, offering valuable insights. Moreover, they furnish policymakers in preschool education and kindergarten management with effective strategies to bolster the occupational commitment of male kindergarten teachers, ultimately addressing the pressing issue of teacher turnover in this field.