This study examined the relationship between teacher’s goals, organizational climate, organizational commitment, and job well-being of childcare teachers, and verified the mediating effect of organizational commitment. The subjects were 308 childcare teachers working at daycare centers in Seoul and Gyeonggi Province, and their online questionnaire were used for analysis. The SPSS 22.0 and M-plus 7.0 programs were used for data, correlation, and multiple regression analysis. Bootstrapping method by Shrout and Bolger (2002) was used to verify the mediating effect. The results were as follows. First, there was a significant positive correlation between the teacher’s goals and job well-being except teacher’s leisure goals and wealth goals. There was a positive correlation between the organizational climate, organizational commitment, and job well-being. Second, in terms of influence on job well-being, teacher’s growth goals had a positive effect and wealth goals had a negative effect. The director’s supportive behavior in the organizational climate, and emotional and normative commitment in organizational commitment had a positive effect on job well-being. Third, the direct effect of teacher’s goals on job well-being was not significant, and teacher’s goals had a complete mediating effect through organizational commitment. On the other hand, the organizational climate was found to directly affect job well-being, and organizational commitment was found to partially mediate between the organizational climate and job well-being.

This study examined the relationship between teacher’s goals, organizational climate, organizational commitment, and job well-being of childcare teachers, and verified the mediating effect of organizational commitment. The subjects were 308 childcare teachers working at daycare centers in Seoul and Gyeonggi Province, and their online questionnaire were used for analysis. The SPSS 22.0 and M-plus 7.0 programs were used for data, correlation, and multiple regression analysis. Bootstrapping method by Shrout and Bolger (2002) was used to verify the mediating effect. The results were as follows. First, there was a significant positive correlation between the teacher’s goals and job well-being except teacher’s leisure goals and wealth goals. There was a positive correlation between the organizational climate, organizational commitment, and job well-being. Second, in terms of influence on job well-being, teacher’s growth goals had a positive effect and wealth goals had a negative effect. The director’s supportive behavior in the organizational climate, and emotional and normative commitment in organizational commitment had a positive effect on job well-being. Third, the direct effect of teacher’s goals on job well-being was not significant, and teacher’s goals had a complete mediating effect through organizational commitment. On the other hand, the organizational climate was found to directly affect job well-being, and organizational commitment was found to partially mediate between the organizational climate and job well-being.

teacher’s goal, organizational climate, organizational commitment, job well-being