ABSTRACT

Purpose: This study explores the influence of perceived servant leadership on organizational commitment among childcare teachers in China and examines the mediating effect of psychological capital. Methodology: A quantitative research design was employed, with structured questionnaires administered to 956 childcare teachers from 16 provinces in China. Hierarchical regression analysis was used to examine relationships among servant leadership, psychological capital, and organizational commitment. Findings: Perceived servant leadership significantly predicted organizational commitment (β = 0.41, p < .001) and psychological capital (β = 0.48, p < .001). Psychological capital partially mediated the relationship between perceived servant leadership and organizational commitment, with the indirect effect accounting for 24.10% of the total effect (95% CI [0.07, 0.13]). Public institution teachers (M = 3.92, SD = 0.67) demonstrated higher organizational commitment than those in private institutions (M = 3.44, SD = 0.81); higher-salaried teachers (M = 3.75, SD = 0.74) exhibited significantly higher organizational commitment than lower-salaried counterparts (M = 3.32, SD = 0.86, F = 21.43, p < .001). Implications for Research and Practice: Perceived servant leadership not only directly enhances childcare teachers' organizational commitment but also indirectly influences it by improving their psychological capital. Childcare institutions should integrate servant leadership training and psychological capital interventions into their management systems. Policy makers should strengthen leadership and psychological health support requirements in the evaluation standards for childcare institutions.