本研究主要針對不同服務年資學前教師工作投入之差異程度進行探究，並根據相關文獻探討與進行實證研究，以心理契約違犯與上下屬交換關係兩個概念為中介變項，提出一個理論模型，藉以探究教師服務年資深淺對工作投入行為的影響機制。本研究於2010年針對全台1306位托兒所與幼稚園教師進行調查，在資料統計分析分別使用百分比、次數分析、平均數及因素分析，進一步以多元迴歸，參照路徑分析等方法，以檢視本研究所提出的研究模型與相關假設是否獲得支持。研究發現，臺灣地區學前教師相當投入工作，顯示其在工作上的表現相當敬業，而路徑分析顯示，學前教師的心理契約違犯程度對於工作投入並無顯著影響，不過上下屬交換關係對工作投入有顯著的負面影響，即上下屬交換關係品質愈差，則工作投入程度愈低。除此之外，本研究更發現，學前教師服務年資不同，的確會造成其工作投入程度各異，而資深學前教師因上下屬交換關係品質較佳，因此工作投入程度明顯較新進教師要來得高。

This study aimed to inquire the job involvement between the different service seniorities of preschool teachers. According to the related literature and empirical evidence, this study constructed a theoretical model involving teachers’ service seniorities to examine factors affecting preschool teachers’ job involvement behavior. The total of 1306 preschool teachers in Taiwan is the object of the study, and investigated in 2010. To examine the theoretical model and hypotheses were proposed, we used frequencies analysis, compare means, factor analysis, and also multiple regression, and path analysis. The analysis results showed a high level of job involvement among the respondents, meaning that the preschool teachers were very dedicated to their jobs. Further path analysis revealed that preschool teachers’ psychological contract breach to their job involvement did not have significant influence, but leader-member exchange did have negative influence on preschool teachers’ job involvement. In other words, the worst quality of leadermember exchange, the lower job involvement will be. Besides, in this study, we found that service seniorities of preschool teachers caused the results of job involvement varied wildly, and senior teachers have better quality of leader-member exchange, thus the job involvement would be obviously higher than junior teachers.