A Study on the Influence of Servant Leadership on Hotel Interns' Willingness to Stay on the Job = 서번트 리더십이 호텔 인턴의 계속 근무 의사에 미치는 영향에 관한 연구

다국어 초록 (Multilingual Abstract)

This study examines how Servant Leadership influences hospitality interns’ Willingness to Stay, addressing a critical gap in internship and hospitality leadership research.
Drawing on social cognitive theory and positive organizational behavior, a multi-path model is tested using data from 681 hotel management interns in China.
Results show that Servant Leadership enhances Willingness to Stay directly and indirectly through a cognition–emotion chain involving Career Decision-Making Self-Efficacy and Subjective Well-being.
Psychological Capital strengthens the cognitive–emotional link, while Teacher Perceived Support shows limited moderating effects, revealing boundary conditions of multi-source support.
The findings extend servant leadership theory to internship contexts and offer practical guidance for sustainable hospitality talent development.

목차 (Table of Contents)

• TABLE OF CONTENTS
• TABLE OF CONTENTS i
• LIST OF FIGURES ix
• LIST OF TABLES x
• LIST OF ABBREVIATIONS xi
• ABSTRACT xii
• DEDICATION xiv
• ACKNOWLEDGMENTS xv
• Chapter 1: Introduction 1
• 1.1 Introduction 1
• 1.2 Research Background 3
• 1.2.1 Servant Leadership and Employee Retention in the Hospitality
• Context 4
• 1.2.2 Rationale for Choosing Servant Leadership as the Research Focus 7
• 1.3 Research Statement 8
• 1.4 Research Purpose 11
• 1.5 Research Questions and Objectives 12
• 1.6 Definitions 15
• 1.6.1 Servant Leadership 15
• 1.6.2 Teacher Perceived Support 15
• 1.6.3 Willingness to stay 16
• 1.6.4 Psychological Capital 16
• 1.6.5 Career Decision-Making Self-Efficacy 16
• 1.6.6 Subjective Well-being 17
• 1.7 Scope and Delimitations 17
• 1.7.1 Scope of the Study 17
• 1.7.2 Delimitations 19
• 1.7.3 Discussion of Generalizability 20
• 1.8 Research Significance 21
• 1.8.1 Implications for Theory: Expanding the Knowledge Boundary of Servant Leadership and Internship Management 22
• 1.8.2 Implications for Practice: Providing Guidance for Internship Management Optimization and Human Resource Development 24
• 1.8.3 Contribution to Positive Social Change: Promoting Youth Occupational Dignity and Sustainable Development of the Industry 26
• 1.9 Summary and Transition 28
• Chapter 2: Literature Review 33
• 2.1 Literature Search Strategy 34
• 2.1.1 Databases and Search Engines Used 34
• 2.1.2 Keyword Setting and Search Logic 35
• 2.1.3 Retrieval Process and Screening Strategy 35
• 2.1.4 Literature Scarcity Processing and Supplementation Approaches 36
• 2.2 Literature Review 37
• 2.2.1 Theoretical Basis And Influencing Factors Of Servant
• Leadership 37
• 2.2.2 Conceptualization And Influencing Factors Of Willingness To Stay In The Job 39
• 2.2.3 Research Gaps and Points of Controversy 42
• 2.3 Theoretical Foundation 44
• 2.3.1 Servant Leadership And Hotel Interns' Willingness To Stay 45
• 2.3.2 Servant Leadership And Hotel Interns' Willingness To Stay: The Mediating Role Of Career Decision-Making Self-Efficacy 47
• 2.3.3 Servant-Leadership And Hotel Interns' Willingness To Stay: The Mediating Role Of Hotel Interns' Well-Being 49
• 2.3.4 Servant Leadership And Hotel Interns' Willingness To Stay: The Chain Mediating Role Of Career Decision Making Self-Efficacy And Hotel Interns' Well-Being 51
• 2.3.5 Career Decision Self-Efficacy and Hotel Intern Well-Being: the Moderating Role of Psychological Capital in Hotel Internships 53
• 2.3.6 Hotel Interns' Career Decision-Making Self-Efficacy And Their Well-Being And Hotel Interns' Willingness To Stay: The Moderating Role Of Teachers' Perceived Support 55
• 2.3.7 Integrative Synthesis: From Theories to a Coherent Process Model 57
• 2.4 Conceptual Framework 57
• 2.4.1 Core Pathways and Hypotheses 58
• 2.4.2 Moderating Mechanisms 59
• 2.4.3 Innovation and Literature Gaps 60
• 2.4.4 Research Value and Practical Implications 60
• 2.4.5 Application to Research Design 61
• 2.4.6 Schematic of the Framework 62
• 2.5 Summary 62
• Chapter 3: Research Method 65
• 3.1 Research Design and Rationale 66
• 3.1.1 Definition Of Variable Structure 66
• 3.1.2 Selection And Rationality Of Research Design 67
• 3.1.3 Data Analysis Procedure and Technical Description 68
• 3.1.4 Discipline Fit And Research Contribution 69
• 3.1.5 Justification for Analytical Tools and Estimation Choices 70
• 3.2 Research Setting 71
• 3.2.1 Background Of Talent Training System In Colleges And Universities 71
• 3.2.2 Real Differences Between Organizational System And Leadership Behavior 72
• 3.2.3 The Hidden Impact Of Policy Pressure And Social
• Expectations 73
• 3.3 Methodology 74
• 3.3.1 Population 74
• 3.3.2 Sampling and Procedures 77
• 3.3.3 Sampling Rationale, Representativeness, and Power 80
• 3.3.4 Recruitment, Participation and Data Collection 81
• 3.4 Treats to Validity 84
• 3.5 Estimation Method, Assumption Checks, and Missing Data
• Handling 86
• 3.6 Data Analysis 87
• 3.6.1 Common Method Bias Test 87
• 3.6.2 Validity Test 89
• 3.6.3 Model Fit Test 91
• 3.7 Nature of the Study 96
• 3.8 Evidence of Trustworthiness 99
• 3.8.1 Credibility 99
• 3.8.2 Transferability 101
• 3.8.3 Dependability 102
• 3.8.4 Confirmability 103
• 3.9 Summary 104
• Chapter 4: Research Results 107
• 4.1 Study Results 108
• 4.1.1 Path Analysis And Hypothesis Testing 108
• 4.1.2 Mediation Effect Test 111
• 4.1.3 Moderating Effect Test 113
• 4.2 Results Presented by Research Question 116
• 4.3 Summary of Hypothesis Test Results 118
• 4.4 Summary 120
• Chapter 5: Discussion and Conclusions 122
• 5.1 Interpretation of Findings 123
• 5.1.1 Servant Leadership Has a Significant Positive Impact On The Intention Of Hotel Interns To Stay 124
• 5.1.2 Career Decision-Making Self-Efficacy And Well-Being Play a Significant Mediating And Chain Mediating Role Between Servant Leadership And Willingness To Stay 125
• 5.1.3 Psychological Capital Has a Significant Positive Moderating Effect Between Career Decision-Making Self-Efficacy And
• Well-Being 127
• 5.1.4 The Moderating Effect Of Teacher Perceived Support Did Not Meet Expectations, But Instead Showed a Reverse Or Insignificant Effect 129
• 5.1.5 What is New: Summary of Original Contributions 130
• 5.2 Implications of the Findings 131
• 5.2.1 Theoretical Contribution 131
• 5.2.2 Practical significance 134
• 5.3 Limitations of the Study 137
• 5.3.1 Research Design Limitations: Cross-Sectional Nature and Common Method Bias 137
• 5.3.2 Measurement Limitations: Subjective Constructs and Teacher Perceived Support 139
• 5.3.3 Sample Limitations: Industry, Cultural Context, and Transferability 140
• 5.4 Recommendations for Future Research 141
• 5.4.1 Adopt Dynamic and Longitudinal Designs 141
• 5.4.2 Refine and Reconstruct Teacher Perceived Support 143
• 5.4.3 Conduct Cross-Industry and Cross-Cultural Comparative
• Studies 144
• 5.5 Conclusions 146
• 5.5.1 Inspiration And Suggestions For Professional Practice 147
• 5.5.2 Connection Of Future Research Directions 148