幼教老師使命感與留任意願之研究：兼論工作鑲嵌與工作適配的調節式中介效果

Preschool Teachers’ Calling and Intention to Stay: A Moderated Mediation Model of Job Embeddedness and Person-Job Fit

本研究基於工作要求—資源模型（Job Demands-Resources model, JD-R），系統性地探討使命感如何透過工作鑲嵌促進留任意願，並檢驗工作適配在此過程中的調節式中介效果。研究採問卷調查法，以幼教老師為研究對象，最終回收294份有效問卷，並以Amos與SPSS軟體進行相關統計分析。研究結果顯示，使命感對工作鑲嵌與留任意願具有正向顯著影響，工作鑲嵌亦正向顯著影響留任意願，證實使命感可透過工作鑲嵌間接促進留任意願。此外，工作適配不僅在使命感與工作鑲嵌之間扮演增強性調節作用，更在使命感透過工作鑲嵌影響留任意願的路徑上具有調節式中介效果。具體而言，當工作適配感較高時，使命感透過工作鑲嵌影響留任意願的間接效果更強；反之，當工作適配感較低時，該間接效果則較弱。本研究延伸既有文獻對幼教老師留任意願的探討，填補使命感作為個人資源如何強化工作鑲嵌並促進留任意願的研究缺口，同時揭示工作適配作為調節機制的重要性。研究成果深化JD-R模型的應用範疇，為提升幼教老師留任意願提供具體的實務管理建議，對於現階段幼教人力缺乏的職場具有穩定與發展促進之意義。

This study grounded in the Job Demands-Resources (JD-R) model, systematically investigated how calling influences preschool teachers’ intention to stay through the mediating role of job embeddedness, and further examined the moderated mediation effect of person-job fit in this process. Using a questionnaire survey method, the study collected 294 valid responses from preschool teachers and conducted data analyses using AMOS and SPSS. The results showed that calling had a significant positive effect on both job embeddedness and intention to stay, and that job embeddedness also positively influenced intention to stay. These findings confirmed that job embeddedness mediates the relationship between calling and intention to stay. Moreover, person-job fit not only moderated the relationship between calling and job embeddedness enhancing the effect when fit was high but also moderated the overall indirect effect of calling on intention to stay via job embeddedness. Specifically, the mediating effect of job embeddedness was stronger when person-job fit was high, and weaker when it was low. This study extends existing research by addressing the theoretical and empirical gap concerning how calling, as a personal resource, promotes retention intentions through job embeddedness. It also highlights the critical role of person-job fit as a contextual enhancer within the JD-R model. The findings broaden the application of the JD-R model and provide actionable policy and institutional recommendations for enhancing teacher retention in early childhood education, thereby contributing to workforce stability and long-term development in the preschool sector.