Preschool Teachers’ Calling And Its Impact On Organizational Commitment, Job Performance

In recent years, calling the concept attracted the attention of occupational psychology, organizational behavior and management psychology and other fields. As an attitude variable, calling can have a potential impact on the individual’s work behavior and performance. It has been found that calling has a positive impact on the career development, career commitment, organizational commitment, job satisfaction and life satisfaction of the individual, has important research value and significance.As we all know, preschool education is an important part of basic education in the whole education system, plays a fundamental and continuity role. Preschool teachers are the main force of the development of preschool education, and the construction of a stable and high-quality teaching staff is an important prerequisite for the healthy development of the cause of infant education. However, there are many problems, such as the level of organizational commitment, job performance is not high, and serious turnover intention, and so on. In view of the calling and organizational commitment is an important influence on the prediction of employees’ attitude and behavior, but existing studies in the literature focus on the field of enterprises, considering the educational organization and enterprise organization is different, This study intends to introduce calling into preschool education, explore the preschool teachers’ calling and the impact on organizational commitment and job performance in China, in order to improve teachers’ organizational commitment and job performance to provide inspiration.This study is based on the existing research results at home and abroad,comprehensive use of literature analysis and questionnaire survey method, around the preschool teachers’ calling, organizational commitment and job performance launch a series of studies. The content is divided into three parts: First, through the literature analysis method systematically in this paper, the theoretical basis, of thecalling, organizational commitment, job performance, etc. existing research results in this field were reviewed, in inductive analysis based on the relationship between the variables of deduction hypothesis, puts forward the theoretical model of this study; the second is through the questionnaire survey, using descriptive statistical method to explore the status and characteristics of preschool teachers’ calling,organizational commitment and job performance; the third is by correlation analysis,regression analysis, structural equation and other statistical methods study of preschool teachers calling and the mechanism of the influence of organizational commitment and job performance.The main conclusions of this study are as follows:(1)Preschool teachers’ calling, organizational commitment and job performance of the three variables are all in the middle level. Among them, preschool teachers’ calling was the highest, followed by job performance, the lowest score of organizational commitment.(2)Preschool teachers’ calling there were significant differences in gender, age,seniority, preparation, job title, location of nursery, garden and the nature of education; organizational commitment of Preschool teacher had significant differences in the location of the kindergarten, preparation, education and monthly income; Preschool teachers’ work performance there were significant differences in age, seniority, job title, location of the kindergarten, the nature park, as well as academic preparation.(3)There were significant positive correlation between the professional mission,organizational commitment and job performance. preschool teachers’ calling can significantly predict organizational commitment and job performance.(4)The organizational commitment of preschool teachers plays a part of intermediary role between professional sense of mission and job performance.