Effects of person-job fit on occupational commitment among kindergarten teachers: occupational well-being as mediator and perceived organizational support as moderator

Abstract

Abstract Introduction The objective of this research was to investigate the effect of person-job fit on occupational commitment among Chinese kindergarten teachers, and to identify strategies for improving the occupational commitment of this professional group. Methods A survey was conducted among kindergarten teachers utilizing the Occupational Commitment Scale, Person-job Fit Scale, Occupational Well-being Scale, and Perceived Organizational Support Scale, resulting in the acquisition of 1539 valid data. Results A significant positive correlation was observed between person-job fit and occupational commitment, with occupational well-being serving as a partial mediator in this association. Additionally, the direct effect of person-job fit on occupational commitment was moderated by perceived organizational support. Specifically, a significant positive correlation between person-job fit and occupational commitment was evident when the scores of perceived organizational support were below 0.21, whereas a significant negative correlation was observed when the scores of perceived organizational support were above 1.67. Conclusions In order to enhance the degree of occupational commitment among kindergarten teachers, it is imperative to pay attention to their person-job fit, perceived organizational support, and occupational well-being.

Keywords

• Kindergarten teachers
• Occupational commitment
• Person-job fit
• Occupational well-being
• Perceived organizational support