A Study on the Effect of Perceived Social Support of Early Childhood Teachers on Organizational Commitment: Focusing on the Mediating Effect of Self-Efficacy and A Sense of Happiness

In the midst of changes in the educational environment and low birth crisis, it is important to enhance the professionalism of teachers and improve the quality of education for stable operation of educational institutions for infants and early childhood. Therefore, this study collected data from early childhood teachers working in early childhood education institutions, analyzed the correlation between perceived social support and organizational commitment of early childhood teachers, and identified the relationship between self-efficacy and happiness variables.BR As a result of the study, first, the social support of early childhood teachers had a positive (+) effect on self-efficacy, and second, the social support of early childhood teachers had a positive (+) effect on happiness. Third, the social support of early childhood teachers had a positive (+) effect on organizational commitment. Fourth, the self-efficacy of early childhood teachers had a positive (+) effect on organizational commitment. Fifth, the happiness of early childhood teachers had a positive (+) effect on organizational commitment. Sixth, the sense of self-efficacy had a positive (+) effect between social support and organizational commitment. Seventh, happiness had a positive (+) effect between social support and organizational commitment.BR Therefore, this study will help suggest ways to continue the survival of early childhood teachers educational institutions and improve the quality of education by clearly revealing the sub-factors of social support perceived by early childhood teachers and the effects of variables of self-efficacy and happiness on organizational commitment through empirical analysis.