ORIGINAL RESEARCH article
Front. Psychol.
Sec. Organizational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1660484
Perceived Organizational Support and Kindergarten Teachers' Voice Behavior: The Mediating Role of Psychological Capital and the Moderating Role of Establishment Status
Provisionally accepted
- 1Khon Kaen University faculty of education, Khon Kaen, Thailand
- 2Chongqing Youth Vocational & Technical College, Chongqing, China
- 3Chongqing Three Gorges Medical College, Chongqing, China
- 4Chongqing University of Education, Chongqing, China
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Perceived organizational support is associated with employee voice behavior; however, existing research has paid little attention to the interplay between organizational and individual factors and the mechanisms through which they influence employee voice behavior. This study employed a questionnaire survey method, collecting data from 314 preschool teachers. The collected data were analyzed using Amos 27.0 and SPSS 27.0 statistical software. Additionally, the moderating effect of establishment status on the relationship between teachers' perceived organizational support and psychological capital was not significant, providing theoretical insights for future research on kindergarten teachers.
Keywords: Kindergarten Teachers, Perceived organizational support (POS), Voice Behavior(VB), Psychological capital (PsyCap), Establishment Status (ES)
Received: 07 Jul 2025; Accepted: 03 Oct 2025.
Copyright: © 2025 Gou, Zeng, Xu and Xie. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Gang Zeng, gang.z@kkumail.com
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