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Article

Fostering Organizational Loyalty in Preschool Teachers: The Role of Sustainable Workplace, Social Responsibility, and Leadership

by
I-Hsiung Chang
1 and
Ru-Si Chen
2,*
1
Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei 106308, Taiwan
2
Department of Early Childhood Education and Care, Minghsin University of Science and Technology, Hsinchu 304001, Taiwan
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(7), 3081; https://doi.org/10.3390/su17073081
Submission received: 21 February 2025 / Revised: 23 March 2025 / Accepted: 28 March 2025 / Published: 31 March 2025
(This article belongs to the Special Issue Exploring Education Management Strategies for Sustainable Development)
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Abstract

:
Preschool teachers’ organizational loyalty is critical to educational reform and success. It increases job stability, performance, and commitment while reducing turnover. A sustainable workplace is essential in the demanding preschool setting. This study aims to identify the key determinants of organizational loyalty among preschool teachers by examining the impact of a sustainable workplace, social responsibility, caring leadership, and empowering leadership, as well as their interrelationships. Structural equation modeling was used to collect data from 512 preschool teachers in Taiwan. The results show that a sustainable workplace and social responsibility positively influence caring and empowering leadership, which in turn increase organizational loyalty. Empowering leadership has a stronger effect on loyalty than caring leadership. The findings highlight the role of ethical and supportive workplace practices in fostering leadership effectiveness and long-term teacher loyalty. This research advances theoretical discussions of sustainable workplace dynamics and offers practical implications for improving preschool teacher loyalty through leadership strategies and institutional policies.

1. Introduction

Organizational loyalty among preschool teachers is a cornerstone of educational reform and institutional success, influencing job stability, performance, and commitment while helping to reduce teacher turnover [1]. In the context of early childhood education, where teachers manage the multifaceted responsibilities of nurturing young children’s growth and development, a sustainable workplace is essential [2]. A sustainable workplace integrates both physical and psychological components. Physical aspects include fair labor practices and adequate resources, while psychological elements emphasize emotional well-being and a supportive organizational culture [3]. In addition, social responsibility in preschool settings extends beyond ethical workplace policies to include community engagement and the protection of preschool teachers’ rights [4]. These dimensions help foster a work environment that supports leadership effectiveness and long-term teacher loyalty.
Leadership also plays a critical role in shaping preschool teachers’ organizational loyalty [5]. Caring leadership fosters emotional well-being, professional growth, and a supportive work culture, while empowering leadership increases autonomy, participation in decision-making, and job satisfaction [6]. These leadership approaches contribute to a positive and inclusive preschool culture and increase preschool teachers’ trust and commitment [7]. However, despite the growing recognition of leadership and workplace sustainability in preschool practice, little research has examined their direct influence on preschool teachers’ organizational loyalty [8].
To address this gap, this study integrates sustainable workplace, social responsibility, and leadership approaches to analyze their impact on preschool teachers’ organizational loyalty [9]. While previous research has primarily examined these factors in isolation, few studies have examined their combined impact within preschool settings [10]. Moreover, while extensive research has examined teacher commitment, job satisfaction, and organizational behavior across educational settings, there remains a lack of focused studies on the determinants of preschool teachers’ organizational loyalty [11]. Understanding how leadership styles, such as caring and empowering leadership, contribute to preschool teacher loyalty is essential given the emphasis on safety, inclusiveness, and social responsibility in preschools [12].
In the Taiwanese context, preschool teachers face unique challenges, including lower professional qualifications, heavy workloads, and resource constraints. All of these contribute to lower well-being and job satisfaction among preschool teachers. Addressing these issues requires targeted policy and management strategies to improve teacher well-being and organizational stability. As Taiwan places increasing emphasis on sustainability and social responsibility, it is valuable to examine their impact on creating a positive preschool work environment that aligns with broader educational and societal priorities.
This study aims to identify the key determinants of organizational loyalty among preschool teachers by examining the impact of a sustainable workplace, social responsibility, caring leadership, and empowering leadership, as well as their interrelationships. Structural equation modeling will be used to analyze complex relationships and validate measurement and structural models. The results will provide a broader perspective on how sustainable workplace, social responsibility, and leadership approaches collectively influence preschool teachers’ organizational loyalty. By providing empirical evidence, this research seeks to inform strategies for improving teacher retention and workplace sustainability in early childhood education.

1.1. Relationship Between Sustainable Workplace and Social Responsibility

A sustainable workplace for preschool teachers is one that prioritizes the long-term well-being, job satisfaction, and professional effectiveness of educators, thereby enhancing the quality of early childhood education [13]. As Kensler notes [14], the concept of “sustainability” in the education literature has evolved to encompass various dimensions. Our conceptualization of a sustainable workplace for preschool teachers focuses primarily on the social dimension of sustainability within an organizational context, emphasizing the long-term health and viability of the workforce. Such an environment promotes stability and resilience through supportive leadership, ethical practices, and strategic resource management. It fosters a culture of trust and collaboration, ensures that preschool teachers feel respected and valued, and provides opportunities for professional development and skill enhancement [15]. By promoting a healthy work-life balance, reducing stress, and facilitating continuous learning, this approach to workplace sustainability supports sustained professional engagement that benefits both preschool teachers and the young children they serve.
Greater job satisfaction leads to better educational outcomes. Leadership quality, organizational culture, and equitable workload distribution significantly influence sustainability. Strong leader–teacher relationships promote knowledge sharing and engagement [16], while fair reward systems and workplace inclusiveness further strengthen sustainability [17]. A strategic approach that combines leadership empowerment, organizational support, and work–life balance is essential for teacher well-being. Preschools should provide ongoing professional development, fair recognition, and effective technology integration to optimize workloads.
Social responsibility among preschool teachers includes ethical behavior, community involvement, and advocacy for social justice to ensure the well-being of young children, families, and society [18]. It includes maintaining high ethical and moral standards, promoting fairness, integrity, and respect in interactions, as well as creating an inclusive learning environment [19]. Socially responsible teachers actively contribute to community development, engage in service initiatives, and collaborate with local organizations to strengthen social cohesion [20]. They also advocate for equity in education, ensuring equal opportunities for all young children, especially those from disadvantaged groups.
The development of social responsibility among preschool teachers depends on leadership, professional development, and institutional culture [21]. Empowering leadership promotes preschool teachers’ involvement in decision-making, which increases job satisfaction and proactive engagement in social initiatives [22]. A positive school culture rooted in trust and collaboration strengthens preschool teachers’ commitment to ethical teaching and community engagement. Ongoing professional development in ethical standards, inclusive education, and community partnerships ensures that preschool teachers are well-equipped to uphold social responsibility. Additionally, collaboration among preschool teachers facilitates best practices and fosters collective efforts toward a more equitable and sustainable preschool environment.
A sustainable workplace promotes social responsibility among preschool teachers by fostering a supportive and ethical environment [23]. Preschool teachers are more likely to develop a sense of commitment and responsibility when they receive institutional support, fair treatment, and opportunities for professional development. Workplaces that prioritize employee well-being, manageable workloads, and ethical leadership create a culture where teachers feel valued and motivated to make a positive contribution. In addition, when sustainability is embedded in a preschool’s values, it encourages preschool teachers to adopt responsible behaviors that benefit both their workplace and the broader community. A positive and supportive work environment increases preschool teachers’ engagement, collaboration, and commitment to social responsibility. By ensuring that preschool teachers feel empowered and supported, preschools can cultivate a workforce that actively participates in and promotes socially responsible practices. Based on the above, we proposed the following hypothesis:
H1. 
A sustainable workplace is associated with social responsibility among preschool teachers.

1.2. Impacts of Sustainable Workplace and Social Responsibility on Caring Leadership

Caring leadership in preschool education is a leadership approach demonstrated by principals and administrators that prioritizes nurturing relationships within the educational community [24]. It involves providing emotional support to teachers, promoting their well-being, and creating a safe, collaborative, and positive organizational climate that benefits both educators and students [25]. At its core, caring leadership is characterized by empathy, compassion, and a genuine commitment to teachers’ personal and professional growth, ensuring that they feel valued and supported. It also promotes inclusivity, shared decision-making, and collaboration, which strengthens relationships among teachers, students, and families.
The development of caring leadership is relational and contextual, shaped by social interactions, institutional settings, and professional learning [26]. Effective leaders ensure that teachers have the resources and support they need to thrive by recognizing the importance of professional capital. Additionally, organizational learning fosters continuous improvement, strengthening the link between leadership and teacher well-being [27]. However, balancing instructional goals with the emotional and social needs of students and staff is challenging. Leaders must navigate diverse perspectives, cultural expectations, and competing demands while maintaining an inclusive and caring environment. Prioritizing training in emotional intelligence, ethical leadership, and responsive decision-making enhances leaders’ ability to create school communities where educators feel supported, valued, and empowered.
A sustainable workplace significantly influences caring leadership among preschool teachers by fostering a supportive and well-resourced environment [28]. When teachers experience fair treatment, professional development opportunities, and open communication, they are more likely to adopt leadership behaviors characterized by trust, empathy, and empowerment [29]. Strong interpersonal relationships and a culture of mutual respect further strengthen this connection, enabling teachers to lead with care and confidence. When workplace conditions support preschool teachers’ well-being and job satisfaction, they are more engaged and committed to their roles, leading to better educational outcomes. Preschools can cultivate a culture where caring leadership thrives, ultimately benefiting both teachers and young children, by prioritizing sustainability in their workplace policies and practices. Based on the above, we proposed the following hypothesis:
H2. 
A sustainable workplace influences caring leadership among preschool teachers.
Social responsibility fosters caring leadership among preschool teachers by shaping ethical behavior, emotional support, and a collaborative work environment. When leaders practice social responsibility, they prioritize fairness, well-being, and professional integrity, creating a culture of trust and respect [30]. This, in turn, encourages preschool teachers to adopt caring and supportive leadership practices [31]. In addition, socially responsible environments increase job satisfaction and motivation by fostering open communication, teamwork, and professional growth. Preschool teachers who experience fairness and empowerment are more likely to extend these values to their colleagues, reinforcing a cycle of caring and responsibility. By integrating social responsibility into preschool practice, leaders cultivate an ethical and supportive environment that enhances both teacher leadership and overall educational quality. Based on the above, we proposed the following hypothesis:
H3. 
Social responsibility influences caring leadership among preschool teachers.

1.3. Impacts of Sustainable Workplace, Social Responsibility, and Caring Leadership on Empowering Leadership

Empowering leadership among preschool teachers refers to the intentional distribution of power, autonomy, and resources by school leaders to enhance teachers’ self-efficacy, decision-making abilities, and contributions to the educational environment [32]. This leadership style promotes collaboration, intrinsic motivation, job satisfaction, and organizational effectiveness [33]. Key components include delegating authority, involving teachers in decision-making, and providing professional development opportunities. By granting teachers autonomy in curriculum planning, classroom management, and school initiatives, empowering leadership cultivates ownership, accountability, and innovation.
Empowering leadership establishes trust, open communication, and shared governance, reinforcing positive relationships and constructive feedback. This approach also mitigates workplace ostracism and improves teacher retention and well-being [34]. By balancing the demands of the job with adequate resources, school leaders create a nurturing climate in which teachers feel valued and motivated, ultimately improving school performance.
A sustainable workplace fosters empowered leadership among preschool teachers by providing an atmosphere that supports autonomy, teamwork, and professional growth [35]. When preschool teachers have access to adequate resources and feel valued, they are more likely to take initiative, participate in decision-making, and engage in meaningful professional interactions [36]. Supportive working conditions also increase job satisfaction, motivation, and trust, encouraging leaders to delegate responsibility and involve teachers in shaping educational practices [37]. In addition, a respectful and inclusive environment strengthens communication and engagement, reinforcing leadership behaviors that empower educators. Cultural factors, such as an emphasis on respect and recognition, can enhance these effects by fostering a feeling of affiliation and confidence in the profession. Ultimately, when the preschool workplace prioritizes sustainability, it enables leadership approaches that encourage preschool teachers to take ownership of their roles, improving both individual and organizational outcomes. Based on the above, we proposed the following hypothesis:
H4. 
A sustainable workplace influences empowering leadership among preschool teachers.
Social responsibility plays a critical role in fostering empowering leadership among preschool teachers by promoting ethical behavior, trust, and professional collaboration. When leaders embrace social responsibility, they create an integrated and supportive work culture where preschool teachers are valued and encouraged to take initiative [38]. This encouragement increases their sense of agency, involvement in making decisions, and overall job satisfaction [39]. In addition, ethical and responsible leadership strengthens professional relationships, leading to better communication, mentoring, and shared leadership practices. Preschools that prioritize social responsibility also tend to provide greater organizational support, further empowering teachers to perform effectively. By fostering a positive and ethical work climate, social responsibility serves as a driving force for strengthening leadership, ultimately benefiting both preschool teachers and young children. Based on the above, we proposed the following hypothesis:
H5. 
Social responsibility influences empowering leadership among preschool teachers.
Caring leadership fosters empowering leadership among preschool teachers by establishing a foundation of trust, psychological well-being, and professional support. Leaders who prioritize emotional care foster an atmosphere where preschool teachers are valued and feel safe, which increases their motivation and sense of agency [40]. This emotional foundation is critical because preschool teachers who experience trust and well-being are more likely to take initiative, participate in decision-making, and grow professionally [41]. Furthermore, caring leadership promotes ethical behavior and collaboration and strengthens shared governance and autonomy. As a result, caring leadership not only fosters a supportive work culture but also empowers faculty to innovate, lead, and contribute meaningfully to their institutions [42]. Based on the above, we proposed the following hypothesis:
H6. 
Caring leadership influences empowering leadership among preschool teachers.

1.4. Impacts of Caring and Empowering Leadership on Organizational Loyalty

Organizational loyalty means dedication, fidelity, and a sense of responsibility to the institution, colleagues, administrators, and students, even in the face of difficulties and personal sacrifice [43]. This multidimensional trait encompasses emotional attachment, cooperative behavior, and voluntary contributions to the school’s mission [44]. Loyal teachers remain committed despite conflicting personal interests, actively collaborate without expecting immediate reciprocity, and demonstrate patience and support for colleagues and leadership [45].
Organizational loyalty, in turn, contributes to institutional effectiveness by fostering a positive school climate, reducing teacher turnover, and improving overall performance [46]. Its development requires strategic leadership, a supportive organizational culture, and strong teacher–administrator relationships. In addition, professional development, recognition of contributions, and implementation of equitable workplace policies further strengthen teachers’ commitment to their institutions [47]. Establishing transparent communication channels, promoting participatory decision-making, and developing an inclusive and supportive work environment are essential measures for sustaining organizational loyalty and improving the quality of preschools [48].
Caring leadership directly influences preschool teachers’ organizational loyalty by fostering trust, emotional support, and professional respect [49]. When leaders prioritize preschool teachers’ well-being, they create a positive work environment that increases commitment and reduces turnover [50]. Trustworthy and ethical leadership enhances preschool teachers’ feeling of affiliation and strengthens their commitment to the preschool. In addition, caring leadership aligns with organizational values and promotes commitment and job satisfaction [51]. This leadership style fosters loyalty and long-term retention by addressing the professional and emotional needs of preschool teachers, such as autonomy, recognition, and opportunities for growth. Based on the above, we proposed the following hypothesis:
H7. 
Caring leadership influences organizational loyalty among preschool teachers.
Empowering leadership fosters organizational loyalty among preschool teachers by increasing their autonomy, trust, and sense of professional worth [52]. When leaders provide decision-making authority, encourage skill development, and promote meaningful work, teachers experience greater job satisfaction and psychological well-being [53]. This strengthens their psychological contract with the organization, increasing commitment and reducing turnover intentions [54]. Empowering leadership creates a work environment based on trust, open communication, and shared purpose, which strengthens preschool teachers’ identification with the organization. A strong sense of identification increases their commitment, making them more likely to remain loyal and contributing to institutional stability. Based on the above, we proposed the following hypothesis:
H8. 
Empowering leadership influences organizational loyalty among preschool teachers.

1.5. Research Framework

This research framework posits that a sustainable and socially responsible workplace fosters leadership practices that increase preschool teachers’ organizational loyalty. When preschool teachers work in an environment that prioritizes fairness, well-being, and ethical responsibility, they are more likely to adopt a supportive and empowering leadership style. Access to professional development, collaborative decision-making, and emotional support strengthen their sense of belonging and commitment to their preschool. In addition, a sustainable workplace fosters social responsibility, reinforcing teachers’ ethical commitment to their young children, colleagues, and the broader educational community. This study argues that sustainability in preschools is not just about maintaining operations, but about creating an atmosphere in which teachers are valued and encouraged to contribute outside of their formal roles.
Building on this perspective, the study hypothesizes that a sustainable workplace is related to preschool teachers’ sense of social responsibility (H1), which subsequently shapes their leadership behaviors. A workplace that upholds sustainability principles is expected to foster caring leadership (H2), as preschool teachers who experience fairness and support extend the same to others. Social responsibility is also likely to enhance caring leadership (H3), as ethically committed teachers prioritize the well-being of their young children and colleagues. A sustainable workplace is expected to promote empowering leadership (H4), as preschool teachers have greater autonomy and professional agency. Social responsibility may further enhance empowering leadership (H5). Caring leadership is expected to promote empowering leadership (H6) and increase preschool teachers’ organizational loyalty (H7), while empowering leadership is also expected to increase loyalty (H8). Figure 1 illustrates these hypotheses.

2. Methods

2.1. Data

This study used a questionnaire survey to examine Taiwanese preschool teachers’ perceptions of sustainable workplace, organizational loyalty, and related factors using a structural equation modeling approach. We targeted preschool teachers in northern Taiwan and determined an appropriate sample size based on budget constraints and methodological criteria. A total of 600 questionnaires were distributed in 2024. After excluding incomplete and non-responses, 512 valid responses were obtained, resulting in an effective response rate of 85.3%. The sample size obtained meets the theoretical requirements for structural equation modeling.
Table 1 shows the demographic analysis of Taiwanese preschool teachers, revealing a highly gender-segregated workforce, with females comprising 97.1% of the sample, underscoring the traditionally female-dominated nature of early childhood education. The age distribution is relatively balanced, with the largest proportion (28.3%) between 41 and 50 years, followed by 31–40 years (26.8%) and under 30 years (23.8%). In terms of educational attainment, while the majority had a university degree (61.7%), a significant proportion (25.6%) only had a high school diploma. Data on institutional affiliation showed that most preschool teachers worked in private institutions (62.7%), followed by non-profit institutions (22.3%) and public preschools (15.0%).
In terms of professional roles and experience, teachers made up the vast majority (81.4%), while directors and administrators accounted for only 18.6%. The distribution of professional experience showed a stable workforce, with 23.6% having 16–20 years of experience, 22.7% having more than 21 years, and 22.3% having 11–15 years of experience, while only 8.4% had less than five years of experience. These demographic characteristics are largely consistent with the target population.

2.2. Measurement Tools

The researchers developed a self-report research instrument that was aligned with the objectives of the study. Existing questionnaire items were refined and adapted to ensure that they were consistent with the conceptual framework, ultimately leading to the development of a valid measurement tool. To further establish content validity, three experts in early childhood education and care reviewed the questionnaire items for relevance and appropriateness.
The Sustainable Workplace and Organizational Loyalty Scale (SWOLS) initially consisted of 25 items distributed across five latent factors: sustainable workplace, social responsibility, caring leadership, empowering leadership, and organizational loyalty. The instrument used a five-point Likert scale ranging from “strongly disagree” (1) to “strongly agree” (5). The use of the mean and standard deviation for Likert scale data is justified because it reasonably approximates interval-level measurement and captures subtle response variation. This approach is widely supported in structural equation modeling and provides richer information about central tendency and variability than the median [55,56]. Researchers define the five latent factors in SWOLS as follows:
1. Sustainable Workplace (SW): This factor assesses preschool teachers’ perceptions of a work environment that supports their long-term well-being, professional growth, and ability to provide quality education while mitigating adverse effects on their physical and psychological health. The observed items for SW were developed based on existing research [15,16,17]. The development of the observed items included an analysis of research that highlights the critical elements of a sustainable workplace in early childhood education. This includes integrating concrete aspects, such as fair labor practices and adequate resources, with intangible factors, such as emotional well-being. Specifically, the item “I feel respected and valued by preschool leadership and colleagues” was informed by research highlighting the importance of supportive leadership and ethical practices in cultivating a culture of trust and where preschool teachers feel valued. The item “I have access to opportunities for professional development and skill enhancement” reflects the understanding that a sustainable workplace promotes long-term professional commitment by encouraging continuous learning. “My workload is reasonable and supports a healthy work-life balance” addresses the need to reduce stress and support teachers’ well-being, which is essential for long-term professional effectiveness. Finally, “My preschool is committed to maintaining a safe, healthy, and inclusive environment for both teachers and young children” is consistent with the broader definition of a sustainable workplace that ensures long-term well-being and job satisfaction by providing a safe and inclusive environment. These items aim to capture the key dimensions of a sustainable workplace identified in previous research that are relevant to the preschool context.
2. Social Responsibility (SR): This factor assesses preschool teachers’ perceptions of their ethical responsibility to contribute to the common good, demonstrate concern for others, and engage in socially responsible practices both within their professional roles and in the broader community. The observed items for SR were developed from existing research [18,19,20]. The development of these items involved an analysis of research that emphasizes the multifaceted nature of social responsibility among teachers, including ethical behavior, community involvement, and a commitment to the well-being of children and families. In particular, the item “I actively support social initiatives in my community” reflects the dimension of social responsibility that includes contributing to community development and participating in service initiatives. The item “I strive to maintain positive relationships with young children, colleagues and parents” is consistent with the understanding that social responsibility includes promoting fairness, integrity, and respect in interactions and ensuring the well-being of young children, families, and society. “I find fulfilment in helping others” taps into the aspect of showing concern for others and the ethical dimension of contributing to the common good. Finally, “I uphold and respect the legal rights of young children and their families” is directly linked to the social responsibility component of advocating for social justice and ensuring the well-being of young children. These items aim to capture the key elements of social responsibility identified in previous research as relevant to the roles and responsibilities of preschool teachers.
3. Caring Leadership (CL): This factor assesses preschool teachers’ perceptions of their director’s ability to foster a supportive and caring environment. The observed items for CL were developed based on existing research [25,26,27]. The development of these items involved an analysis of research highlighting the characteristics of leaders who prioritize the nurturing of relationships and the well-being of their staff in educational settings. Specifically, the item “My director understands my moods even when I do not explicitly communicate them” reflects the empathetic and emotionally attuned aspects of caring leadership, where leaders are sensitive to the unspoken needs and feelings of their team members. The item “My director empathizes with staff concerns and perspectives” taps directly into the core of caring leadership, highlighting the leader’s ability to understand and share the feelings of their teachers. “When unable to intervene directly, my director provides verbal support that is meaningful and reassuring” demonstrates the supportive nature of caring leadership, where leaders provide comfort and encouragement even in challenging situations. Finally, “My director actively listens to and consults with teachers” highlights the importance of open communication, valuing teacher input, and creating a collaborative environment, all key elements of a caring leadership approach. These items aim to capture the essential dimensions of caring leadership identified in previous research in the preschool context.
4. Empowering Leadership (EL): This factor assesses preschool teachers’ perceptions of their director’s leadership behaviors that facilitate autonomy, increase self-efficacy, and promote a sense of competence through shared decision-making power. The observed items for EL were developed based on existing research [32,34,36]. The development of these items involved an analysis of research that emphasizes the intentional distribution of power, autonomy, and resources by school leaders to enhance teachers’ professional capacity. Specifically, the item “My director gives me the authority I need to make decisions that improve work processes” directly reflects the dimension of empowering leadership related to delegating authority and fostering autonomy. The item “My director helps me understand how to align my personal goals with the organization’s goals” is consistent with research indicating that empowering leaders clarify the organization’s vision and connect individual contributions to broader goals, thereby increasing a sense of purpose and self-efficacy. “My director provides opportunities for collaboration among teachers” taps into the aspect of empowering leadership that fosters teamwork and shared governance, which promotes collective problem-solving and innovation. Finally, “My director enables me to make timely and important decisions to meet the needs of young children and their families” underscores the element of providing teachers with the autonomy and trust to act professionally, which is central to empowering leadership and fosters a sense of competence and accountability. These items aim to capture the key behaviors of empowering leaders identified in previous research in the context of preschool education.
5. Organizational Loyalty (OL): This factor assesses preschool teachers’ perceptions of commitment to their institution and reflects their willingness to stay with the organization despite challenges or potential personal disadvantages. The observed items for OL were developed based on previous research [43,44,46]. The development of these items involved an analysis of research that emphasizes the multifaceted nature of loyalty, which includes emotional attachment, behavioral intentions, and a sense of responsibility to the organization. Specifically, the item “My preschool has contributed significantly to my personal and professional growth” reflects the idea that loyalty is fostered when teachers feel a positive connection to the institution because of its contributions to their development. This is consistent with the concept of emotional attachment and a sense of value. The item “I am willing to take on various job responsibilities to continue working at my preschool” indicates a willingness to go beyond formal duties, demonstrating commitment and a desire to remain with the organization despite potential personal sacrifice. “I feel a strong sense of ownership of my preschool” taps into the dimension of loyalty that involves a deep connection and identification with the institution, reflecting a sense of responsibility and belonging. Finally, “I actively defend my preschool when it is criticized by others” shows a strong sense of fidelity and willingness to support the organization even in the face of external challenges, highlighting a key aspect of organizational loyalty. These items aim to capture the key components of organizational loyalty identified in previous research in the context of preschool teachers.

2.3. Data Analysis

The researchers used structural equation modeling (SEM) to analyze data derived from the SWOLS, following a rigorous two-stage analytical approach [55,56,57]. In the first stage, the measurement model was assessed using maximum likelihood estimation and confirmatory factor analysis (CFA) using Amos software 26.0. This stage aimed to assess the extent to which the observed items adequately reflected their associated latent factors, thereby ensuring the validity and reliability of the SWOLS. Key parameters, including factor loadings, measurement error, and statistical significance, were examined. Model fit was assessed using several indices, including χ2, χ2/df, RMSEA, RMR, SRMR, CFI, NFI, GFI, TLI, and IFI, to determine the degree to which the hypothesized model fit the sample data. In addition, composite reliability (CR) and average variance extracted (AVE) were calculated to determine internal consistency and convergent validity.
Following the validation of the measurement model, the second stage involved the evaluation of the structural model to test the hypothesized relationships among the latent factors. This analysis focused on estimating path coefficients and assessing the proportion of variance explained by each factor. By integrating multiple fit indices and employing robust validation techniques, the study ensures methodological rigor while advancing both theoretical and empirical insights into preschool teachers’ attitudes toward SWOLS. In addition, direct, indirect, and total effects were analyzed to obtain a broad understanding of the relationships within the conceptual framework.

3. Results

3.1. Measurement Model

The researchers conducted a confirmatory factor analysis (CFA) to assess the relationships between latent factors and observed items within the SWOLS measurement model. Following established statistical criteria, items with factor loadings below 0.70 or those that negatively affected model fit were removed, reducing the scale from 25 to 20 items (see Table 2).
Table 2 presents descriptive statistics, factor loadings, and measurement errors for five latent constructs. Means range from 3.248 to 3.723, with standard deviations between 0.873 and 1.083, indicating moderate variability. Skewness values (−0.290 to 0.070) suggest approximate symmetry, while kurtosis values (−0.548 to 0.073) indicate slightly platykurtic distributions. These results suggest minimal violations of normality assumptions, justifying the use of maximum likelihood estimation (MLE).
Factor loadings range from 0.775 to 0.906, all exceeding the 0.70 threshold, confirming strong construct validity [57]. A bootstrap analysis with 5000 iterations verified the statistical significance of all standardized factor loadings, with 95% confidence intervals excluding zero. Measurement errors range from 0.179 to 0.399, with lower values indicating higher reliability. These results support the robustness of the measurement model and confirm its reliability and validity.
Confirmatory factor analysis was used to assess the validity of the SWOLS measurement model. The results demonstrated acceptable model fit, as indicated by the following goodness of fit indices: χ2 = 579.178 (p < 0.001), χ2/df = 3.620, RMSEA = 0.072, RMR = 0.030, SRMR = 0.038, CFI = 0.954, NFI = 0.937, GFI = 0.902, TLI = 0.945, and IFI = 0.954. These values are consistent with established benchmarks for structural equation modeling and support the robustness of the measurement model in representing the latent factors of SWOLS. In addition, the factor structure and standardized parameter estimates, as shown in Figure 2, provide empirical support for the theoretical validity of the model.
Table 3 shows the reliability, convergent validity, and discriminant validity of the measurement model. Composite Reliability (CR) values range from 0.888 (SW) to 0.933 (CL), all exceeding the 0.70 threshold, confirming strong internal consistency. Average Variance Extracted (AVE) values range from 0.667 (SW) to 0.778 (CL), all above 0.50, indicating that sufficient variance is captured by each construct. The Fornell–Larcker criterion confirms discriminant validity, as the square roots of the AVEs are greater than all of the corresponding correlations. For example, SW (√AVE = 0.816) is greater than its strongest correlation (0.698 with OL), and OL (0.878) exceeds its strongest correlation (0.695 with SR). Since all latent factors have CR > 0.70, AVE > 0.50, and √AVE > correlations, the model has strong reliability, convergent validity, and discriminant validity, ensuring that the latent factors are well-measured and distinct from each other.
Table 4 presents the heterotrait–monotrait (HTMT) ratio of the correlations, which assesses the discriminant validity among the latent factors in the measurement model. HTMT values below 0.85 indicate adequate discriminant validity. All values range between 0.586 and 0.694, confirming that the latent factors are empirically distinct. The highest HTMT value (0.694 between SR and OL) remains within acceptable limits, indicating no validity concerns. The lowest value (0.586 between SR and EL) further supports distinct constructs. Since all values are well below the threshold, the model demonstrates strong discriminant validity, ensuring that each latent factor measures a unique aspect of the phenomenon under study.

3.2. Structural Model

Using structural equation modeling, the researchers assessed the fit of the structural model, which explores the relationships among latent factors. Several fit indices confirmed the adequacy of the proposed structural model: χ2 = 659.617 (p < 0.001), χ2/df = 4.072, RMSEA = 0.078, RMR = 0.053, SRMR = 0.058, CFI = 0.945, NFI = 0.928, GFI = 0.891, TLI = 0.935, and IFI = 0.945. These values meet the theoretical criteria and indicate a satisfactory model fit. Figure 3 presents the standardized path coefficients and related statistics within the SWOLS model. The correlation between a sustainable workplace and social responsibility is 0.577, supporting H1. This strong relationship suggests that organizations that prioritize workplace sustainability also prioritize social responsibility.
The structural equation model shows strong predictive relationships among the latent factors, with sustainable workplace (β = 0.443) and social responsibility (β = 0.360) significantly influencing caring leadership (R2 = 0.421), while their effects on empowering leadership are somewhat weaker (β = 0.241 and β = 0.296, respectively; R2 = 0.477). Caring leadership also influences empowering leadership (β = 0.243). The two leadership factors explain 57.4% of the variance in organizational loyalty (R2 = 0.574), with empowering leadership (β = 0.471) having a stronger effect than caring leadership (β = 0.374). Bootstrapping with 5000 resamples confirmed the statistical significance of all path coefficients, as all 95% confidence intervals excluded zero. These results reinforce the robustness of the SWOLS model in explaining the proposed relationships.
As the Table 5, the results provide strong support for the hypothesized total effects among sustainable workplace (SW), social responsibility (SR), leadership styles, and organizational loyalty (OL) in the Taiwanese preschools. The analysis reveals that SW has a total effect of 0.443 on CL (H2) and 0.403 on EL (H4). These findings suggest that a well-established sustainable workplace significantly contributes to both leadership approaches, fostering a supportive and empowering environment for preschool teachers. SR has a total effect of 0.360 on CL (H3) and 0.328 on EL (H5), indicating that preschools emphasizing social responsibility cultivate leadership styles that prioritize ethical considerations and participatory decision-making. These effects highlight the roles of sustainability and social responsibility in shaping leadership within preschools.
Leadership factors demonstrate total effects on each other, reinforcing the interconnected nature of leadership development. The results indicate that CL exerts a total effect of 0.243 on EL (H6), underscoring that a caring leadership approach fosters an empowering leadership style. This relationship suggests that when leaders exhibit concern for preschool teachers’ well-being and professional growth, they create an environment conducive to autonomy and self-efficacy. The alignment between CL and EL further supports the idea that leadership styles are not isolated but rather influence and reinforce one another within a preschool setting.
The findings also confirm the substantial role of leadership in shaping organizational loyalty. CL has a total effect of 0.488 on OL (H7), while EL exhibits a total effect of 0.471 on OL (H8), demonstrating that both leadership styles contribute significantly to preschool teachers’ organizational loyalty. These effects suggest that caring leadership, as well as empowering leadership, which fosters autonomy and professional development, is critical for enhancing preschool teachers’ retention and commitment. The strength of these total effects underscores the importance of leadership styles in influencing their long-term dedication to their preschools.
To assess statistical significance, the researchers used bootstrapping with 5000 resamples. The 95% confidence intervals for all estimated parameters exclude zero, confirming the statistical significance of the standardized path coefficients. These results provide robust empirical support for hypotheses H2–H8. The significant overall effects highlight that preschool teachers perceive a sustainable and ethically responsible workplace as enhancing leadership effectiveness and fostering greater organizational loyalty. These findings suggest that when preschools prioritize sustainability and social responsibility, it strengthens leadership and promotes a more committed and engaged workforce.

4. Discussion and Conclusions

This study develops a theoretical framework that explores the relationships among a sustainable workplace, social responsibility, leadership, and organizational loyalty in the context of preschool education in Taiwan. Using structural equation modeling to rigorously test the proposed measurement and structural models, this study examines the impact of sustainability and social responsibility on leadership practices. Theoretically, this model reinforces the perspective that a sustainable workplace extends beyond environmental considerations to encompass ethical, social, and structural dimensions that define leadership practices and commitment dynamics in preschool settings.
A key theoretical insight from this study is the impact of perceptions of leadership, particularly the balance between caring and empowering leadership [24,32,40]. The study highlights the central role of caring and empowering leadership in shaping organizational commitment. Caring leadership fosters trust and professional respect, and empowering leadership has a stronger direct influence on organizational commitment. These findings suggest that preschool administrators should cultivate both leadership styles to strengthen teacher engagement and retention. Crucially, empowering leadership significantly increases organizational loyalty, implying that providing teachers with greater autonomy and professional development opportunities effectively reduces turnover. While caring leadership fosters emotional well-being, an integrated leadership approach that balances both styles is likely to have the most lasting impact.
These leadership qualities shape preschool teachers’ loyalty to their workplace conditions. Caring leadership fosters an emotional bond between teachers and their institutions, increasing a sense of belonging and trust. Empowering leadership, on the other hand, enhances preschool teachers’ autonomy, professional agency, and intrinsic motivation. The synthesis of these leadership practices illustrates a multidimensional leadership trajectory in which both affective and autonomy-supportive elements are essential for sustaining organizational commitment.
This study extends theoretical discussions of how ethical and well-structured work environments shape leadership dynamics in preschool education by situating sustainability and social responsibility as catalysts for leadership development [13,18,30]. It highlights the need to cultivate leadership behaviors that strengthen institutional loyalty by integrating social responsibility into early childhood settings. The model offers a theoretical implication by framing organizational loyalty as an outcome of workplace sustainability and socially responsible leadership, thereby advancing the discourse at the intersection of educational leadership, workplace ethics, and preschool professional engagement.
To strengthen organizational commitment and loyalty, creating a well-resourced and sustainable work environment is essential for fostering preschool teacher loyalty [43,50,52]. The findings emphasize the importance of creating a sustainable workplace and promoting social responsibility among preschool teachers as a foundation for effective leadership and organizational commitment. A sustainable workplace characterized by fair labor practices, adequate resources, and a supportive environment enhances job satisfaction and professional commitment.
Preschool directors should address key workplace challenges such as low wages, excessive workloads, and lack of long-term contracts by prioritizing resource allocation and advocating for fair compensation. Investing in quality infrastructure, implementing flexible work policies, and introducing wellness programs can help reduce stress and support a healthier work–life balance. A stable and supportive environment increases job satisfaction, reduces turnover, and improves the overall well-being of preschool teachers.
Ultimately, fostering organizational loyalty leads to a more stable and high-quality learning environment for young children. Reduced teacher turnover ensures continuity in teaching and care, which is essential for child development. By prioritizing workplace sustainability, social responsibility, and leadership development, preschools can improve early childhood education practices and teacher retention, which aligns with the study’s goal of promoting sustainable educational environments.
Promoting social responsibility within preschools strengthens teachers’ sense of belonging and professional purpose. Preschools should actively engage with local communities through partnerships and volunteer initiatives that allow teachers to combine their work with meaningful social contributions. Transparent decision-making, equitable policies, and ethical workplace practices foster a culture of fairness and trust. When preschool teachers perceive their institution as socially responsible and equitable, their commitment to the organization deepens, resulting in a more motivated and engaged workforce.
In terms of leadership practices, preschool directors should cultivate open channels of communication, recognize teachers’ contributions, and implement mentoring programs that provide opportunities for professional growth. Fostering a psychologically safe environment where teachers feel confident to voice concerns and suggest innovations without fear enhances engagement and job satisfaction. In addition, empowering leadership strategies, such as involving teachers in decision-making, delegating meaningful responsibility, and providing opportunities for professional development, increase their sense of ownership and professional fulfillment.
A collaborative and supportive workplace culture also builds preschool teacher loyalty. Directors should prioritize team-building initiatives, celebrate successes, and demonstrate ethical leadership to build trust within the organization. Encouraging knowledge sharing, participation in school-wide activities, and a strong sense of community can strengthen teachers’ connection to their institution. By implementing these strategies, preschools can create an environment where teachers feel valued, supported, and motivated to contribute effectively to their students and the broader educational landscape.
It can be summarized that in order to increase organizational loyalty among Taiwanese preschool teachers, a multifaceted approach is needed. Preschools should focus on creating a sustainable workplace by ensuring fair compensation, adequate resources, effective workload management, and a supportive environment that prioritizes teachers’ well-being. In addition, promoting social responsibility through community involvement and ethical practices can strengthen teachers’ sense of purpose and commitment. Cultivating both caring leadership, characterized by empathy and support, and empowering leadership, which involves teachers in decision-making and provides autonomy, is essential. By implementing these strategies, Taiwanese preschools can cultivate a more loyal and engaged teaching workforce, ultimately leading to a more stable and high-quality preschool experience for young children.
This study focuses on Taiwanese preschool teachers’ perceptions of sustainable workplaces, organizational loyalty, and related factors. Due to the cultural specificity of the Taiwanese context, the findings may not be fully generalizable to other countries or cultural settings. Future research should broaden its scope to include different social and cultural contexts to provide a more comprehensive understanding of how organizational loyalty is shaped among preschool teachers worldwide. Cross-cultural and regional comparative studies are needed to explore potential differences in teachers’ perceptions and workplace experiences.
This study reflects the experiences of preschool teachers in northern Taiwan, where the profession is predominantly female (97.1% in our sample). While this is consistent with national demographics, the gender imbalance limits the generalizability of our findings to settings with more gender-diverse preschool workforces. In addition, the gender specificity of the Taiwanese context may affect the applicability of our findings to other regions. Future research should explore the role of gender in shaping preschool teachers’ perspectives, organizational loyalty, and leadership practices. Expanding the sample to include male teachers and examining gender-related dynamics in different preschool settings would provide deeper insights into the relationship between gender, workplace sustainability, and organizational loyalty.
Methodologically, this study relies primarily on quantitative data, which may limit the depth of insight into individual experiences. Future research would benefit from a mixed-methods approach that integrates quantitative surveys with qualitative methods such as in-depth interviews and case studies. Such an approach could provide a more nuanced understanding of preschool teachers’ working conditions, organizational loyalty, and the underlying personal and contextual factors that influence them.
The reliance on self-reported data introduces potential biases, such as social desirability and recall bias, which may affect the accuracy of the data and limit the validity of this study. This limitation reduces the robustness of the findings and should be seriously considered in future studies. To improve the reliability of the research, future studies should include multiple sources of data, such as observational methods or peer evaluations. In addition, longitudinal research designs could help mitigate self-report bias by capturing changes over time. Addressing these methodological concerns is essential to strengthen the validity and generalizability of research on this topic.
Theoretical advances also provide a promising direction for future research. While this study provides valuable insights, refining the conceptualization of organizational loyalty by integrating multiple theoretical perspectives could provide a broader and more robust framework. In addition, examining specific factors such as leadership style, job satisfaction, and workplace support could reveal how these factors interact to shape organizational loyalty. Examining mediating and moderating influences could further clarify the mechanisms by which workplace dynamics influence teachers’ professional commitment.
In conclusion, broadening the cultural scope, employing mixed methods, and pursuing theoretical refinement are essential to deepening our understanding of the complex factors that influence organizational loyalty among preschool teachers. These efforts could significantly contribute to the development of supportive and sustainable work environments in early childhood education.

Author Contributions

Conceptualization, I.-H.C.; Methodology, I.-H.C. and R.-S.C.; Software, R.-S.C.; Validation, I.-H.C.; Investigation, R.-S.C.; Resources, I.-H.C.; Writing—original draft, I.-H.C. and R.-S.C.; Writing—review & editing, R.-S.C.; Project administration, R.-S.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Ethical considerations were integral to the design and conduct of the survey to ensure participant confidentiality and consent. IRB approval was waived due to minimal risk, and only anonymized human data was used.

Informed Consent Statement

Informed consent was obtained from all participants.

Data Availability Statement

The data presented in this study are available on request from the corresponding author.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. Theoretical model.
Figure 1. Theoretical model.
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Figure 2. Confirmatory factor analysis.
Figure 2. Confirmatory factor analysis.
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Figure 3. Structural model.
Figure 3. Structural model.
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Table 1. Demographic characteristics of the surveyed preschool teachers in Taiwan (2024).
Table 1. Demographic characteristics of the surveyed preschool teachers in Taiwan (2024).
CategoryItemNumberPercentage
GenderMale152.9%
Female49797.1%
AgeLess than 30 years12223.8%
31–40 years13726.8%
41–50 years14528.3%
Over 51 years10821.1%
Educational AttainmentGraduate degree6512.7%
College degree31661.7%
High school diploma13125.6%
Institutional AffiliationPublic7715.0%
Non-profit11422.3%
Private32162.7%
Professional RoleDirector/Administrator9518.6%
Teacher41781.4%
Professional ExperienceLess than 5 years438.4%
6–10 years11823.0%
11–15 years11422.3%
16–20 years12123.6%
Over 21 years11622.7%
Table 2. Descriptive statistics, factor loadings, and measurement errors.
Table 2. Descriptive statistics, factor loadings, and measurement errors.
Latent FactorObserved ItemsMeanSDSkewnessKurtosisFactor LoadingsMeasurement Errors
SWV013.6150.933−0.149−0.2230.7750.399
V023.3070.990−0.037−0.3130.8010.358
V033.5020.913−0.1060.0730.9060.179
V043.2480.9690.070−0.2210.7760.398
SRV053.6720.897−0.156−0.0910.8640.254
V063.6820.912−0.166−0.3170.8720.240
V073.7230.935−0.243−0.3300.8930.203
V083.7010.873−0.054−0.3770.7910.374
CLV093.4691.083−0.280−0.3880.8830.220
V103.4041.046−0.105−0.5060.8950.199
V113.4981.062−0.290−0.3350.8760.233
V123.6350.992−0.280−0.3170.8750.234
ELV133.6090.936−0.011−0.5480.8570.266
V143.6330.925−0.028−0.3760.8780.229
V153.5630.983−0.088−0.3500.8280.314
V163.6860.922−0.028−0.5470.8500.278
OLV173.5490.956−0.193−0.0010.8950.199
V183.6410.959−0.190−0.2350.8610.259
V193.5960.962−0.200−0.0840.9020.186
V203.5470.986−0.161−0.1520.8540.271
Table 3. Reliability, convergent validity, and discriminant validity analysis.
Table 3. Reliability, convergent validity, and discriminant validity analysis.
Latent FactorCRAVESWSRCLELOL
SW0.8880.6670.816
SR0.9160.7320.6770.856
CL0.9330.7780.6780.6500.882
EL0.9150.7280.6110.5860.6050.853
OL0.9310.7710.6980.6950.6440.6830.878
Table 4. HTMT analysis.
Table 4. HTMT analysis.
Latent FactorSWSRCLELOL
SW
SR0.677
CL0.6640.653
EL0.6110.5860.615
OL0.6920.6940.6410.687
Table 5. Hypothesized results.
Table 5. Hypothesized results.
PathDirect EffectIndirect EffectTotal Effect
SW→CL (H2)0.443 0.443
SR→CL (H3)0.360 0.360
SW→EL (H4)0.2960.1080.403
SR→EL (H5)0.2410.0870.328
CL→EL (H6)0.243 0.243
CL→OL (H7)0.3740.1140.488
EL→OL (H8)0.471 0.471
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Chang, I.-H.; Chen, R.-S. Fostering Organizational Loyalty in Preschool Teachers: The Role of Sustainable Workplace, Social Responsibility, and Leadership. Sustainability 2025, 17, 3081. https://doi.org/10.3390/su17073081

AMA Style

Chang I-H, Chen R-S. Fostering Organizational Loyalty in Preschool Teachers: The Role of Sustainable Workplace, Social Responsibility, and Leadership. Sustainability. 2025; 17(7):3081. https://doi.org/10.3390/su17073081

Chicago/Turabian Style

Chang, I-Hsiung, and Ru-Si Chen. 2025. "Fostering Organizational Loyalty in Preschool Teachers: The Role of Sustainable Workplace, Social Responsibility, and Leadership" Sustainability 17, no. 7: 3081. https://doi.org/10.3390/su17073081

APA Style

Chang, I.-H., & Chen, R.-S. (2025). Fostering Organizational Loyalty in Preschool Teachers: The Role of Sustainable Workplace, Social Responsibility, and Leadership. Sustainability, 17(7), 3081. https://doi.org/10.3390/su17073081

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