Job Satisfaction, Work Engagement, and OCB in Preschool Teachers: A Review of Mediating Mechanisms

Abstract

Preschool education serves as the foundation of a child’s academic and socio-emotional development, and the role of preschool teachers is pivotal in shaping this early learning experience. This research examines the relationships among Job Satisfaction (JS), Work Engagement (WE), and Organizational Citizenship Behavior (OCB) in preschool teachers, with a focus on identifying key mediating mechanisms. A sample of 408 preschool teachers is surveyed using a structured questionnaire. The instrument demonstrated high content validity and excellent internal consistency (Cronbach’s alpha = 0.962). Structural Equation Modeling (SEM) was employed to measure the proposed model’s fit with empirical data and to assess both the indirect and direct effects among variables. OCB is the dependent variable, JS is the independent variable, and the key mediating variables are WE, Psychological Empowerment (PE), and Emotional Intelligence (EI). JS had substantial direct effects on WE (β = 0.621), PE (β = 0.538), and EI (β = 0.492). Therefore, the WE (β = 0.683), PE (β = 0.318), and EI (β = 0.294) significantly influenced OCB. Indirect effects confirmed the mediating roles of the three variables between JS and OCB. The results highlight the crucial role of JS and WE as mediators in improving positive organizational behaviors among preschool teachers.