This paper aims to understand the level of organizational commitment among kindergarten teachers and their employer. In order to realize such goal, the following tasks were selected:
Task 1. How big of an impact does each individual’s socio-demographic traits make to his/her organizational commitment level?
Task 2. Is there a correlation among an instructor’s organizational commitment, ego-resilience, and a director’s servant leadership?
Task 3. How great of an influence does servant leadership have on a kindergarten teacher’s ego-resilience?

In order to solve the aforementioned tasks, a survey across 50 kindergartens and 400 kindergarten teachers in “B” metropolitan city was conducted from July 15st to 31th, 2015. Total of 394 samples were collected and 387 (96.7%) samples were analyzed. (7 samples were excluded since they were dishonestly answered.) In order to measure multiple variables, studies previously done regarding organizational commitment scale by Allen & Meyer (1990) and Lee (2013), the studies regarding servant leadership scale by Ye (2014), and self-resilience measuring tools by Kim (2009) were utilized.
For data analysis purpose, Programs like SPSS and AMOS 21.0 were used, and analysis method that was used is described below.
1, To identify whether an instructor’s socio-demographical traits influence organizational commitment, SPSS analysis and one-way ANOVA analysis were applied and Scheffe test was conducted post-hoc.
2, To understand the correlation among a teacher’s organizational commitment, ego-resilience, and a director’s servant leadership, Pearson’s product-moment correlation analysis was used.
3, A structural equation modeling using Bootstrapping method was created to comprehend the effects of a director’s servant leadership to kindergarten teachers.
A brief summary of the research result follows:
First, kindergarten teachers’ organizational commitment scale appeared to be positively above average. While the age, experience and average hours influenced the scale, academic background did not. Next, an instructor’s organizational commitment, ego-resilience, and a director’s servant leadership appeared to have a static correlation. Finally, a director’s servant leadership had partially mediating effects to kindergarten teachers’ ego-resilience. While servant leadership has a direct influence to his/her employees’ organizational commitment, their growth in ego-resilience would eventually influence their level of organizational commitment. Based on these observations and understandings, Both servant leadership of the director(external factor) and self-resilience of the employee(internal factor) should both be carefully examined to achieve the optimal level of organizational commitment.