| 英文摘要 |
A large amount of research has documented how to induce employees’ pro-organizational behavior. However, there is relatively little research on how to reduce employees’ organizational withdrawal behavior and avoid its negative impact on the organization, especially with a focus on employees engaged in preschool education. Through literature review and empirical research, this paper investigated how psychological contract breach influences preschool teachers’ job behavior, including organizational citizenship behavior and organizational withdrawal behavior. Variables including “negative emotions” and “organizational commitment” were also included in the model to better capture the relationship among them. A questionnaire survey was administered to preschool teachers from both public and private kindergartens in Taiwan during 2010, and the statistical methods, consisting of descriptive statistics and structural equation modeling, were adopted to analyze the research data. Results showed: The degree of psychological contract breach of preschool teachers was serious. Despite being dedicated to organizational citizenship behavior, most preschool teachers had switching intentions and withheld efforts from time to time. Further analysis found: the higher the degree of preschool teachers’ psychological contract breach, the more negative emotions are produced, finally reducing the organizational commitment, resulting in less dedication to organizational citizenship behavior and higher turnover intention. In addition, higher psychological contract breach also caused more negative emotions and effort-withholding behavior. This influence path existed even without moderation of organizational commitment. Hence, the cost of not providing teachers with good work conditions and environment as promised is considerable for preschools. |
