The Structural Relationship among Organizational Culture, Ego-Resilience, Teacher’s Commitment, and Happiness Perceived by Early Childhood Teachers

Objectives This study analyzes the structural relationship between organizational culture, ego resilience, teacher commitment, and happiness as perceived by early childhood teachers and verifies the mediating effect of ego resilience and teacher commitment in the relationship between organizational culture and happiness as perceived by early childhood teachers. Methods For this purpose, a survey was conducted on 209 teachers working in early childhood education institutions. The results were analyzed using descriptive statistics and correlation analysis with SPSS 24.0, and structural equation model analysis was performed using Mplus 6.0. Results As a result of the study, first, relational culture and rational culture had a positively significant effect on teacher commitment, and development culture had a negatively significant effect on ego-resilience, and rational culture had a positively significant effect. In addition, the development culture had a positive effect on the happiness of early childhood teachers, while the hierarchical culture had a positive effect, and ego-resilience also had a positive and significant direct effect on happiness. Second, as a result of bootstrapping, the mediating effect of ego-resilience between rational culture and happiness was confirmed. Conclusions The results of this study suggest the importance of ego-resilience when perceived as rational culture among the sub-factors of organizational culture in promoting early childhood teachers' happiness.