• Korean Educational Research Journal
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• v.37 no.1
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• pp.47-66
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• 2016

The purpose of this study is to examine the analysis on the effect of incentive gap of teacher's merit-pay on organizational commitment and organizational citizenship behavior. The study verified the hypothetical path model and analyzed the effects of incentive gap of teacher's merit-pay, organizational commitment and organizational citizenship behavior. The subjects of the study are 762 elementary and secondary school teachers. The results of the study are as follows: Firstly, it was found that there are significant correlations among incentive gap of teacher's merit-pay, organizational commitment and organizational citizenship behavior. Secondly, incentive gap of teacher's merit-pay affects organizational commitment and organizational citizenship behavior. Lastly, S grade teachers of teacher's merit-pay are more organizational commitment and organizational citizenship behavior level were higher than A and B grade teacher. Therefore teacher's merit-pay have positive impacts to the teachers.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.540-549
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• 2013

The purpose of this study was to examine the impact of the emotional intelligence of day-care teachers on their career commitment and organizational commitment in an attempt to provide some information on the development of the emotional intelligence of day-care teachers. Two hundred and three teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the emotional intelligence of day-care teachers had a statistically significant positive correlation to career commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself and knowing one's emotion exerted a statistically significant positive influence on career commitment. Second, the emotional intelligence of day-care teachers had a statistically significant positive correlation to organizational commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself exerted a statistically significant positive influence on career commitment.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.109-129
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• 2013

This study examined the relationship between perceived participation in decision making and turnover intention among early childhood teachers and tested whether teachers' organizational commitment was a mediating factor. The subjects were 193 early childhood teachers working in day care centers in the Incheon and Gyeonggi-do areas. All valuables were measured by teacher questionnaire. The collected data were analyzed using Manova and Path analysis. The main results of this study were as follows. Firstly, there was a significant difference in perceived participation in decision making, organizational commitment and turnover intention among teachers according to only the type of day care center. Secondly, teachers' participation in decision making was positively related to organizational commitment while both of them were negatively related to turnover intention. Finally, teachers' organizational commitment fully mediated the relationship of participation in decision making to turnover intention. These findings could provide supporting evidence for measures to improve a working environment for early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.127-136
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• 2018

In daycare centers, the head teacher requires the leadership to effectively meet the demands of nursery facilities, since he or she plays a role of middle management in charge of communication with the director and the teachers. Therefore, this study aimed to investigate the structural relationship between the head teacher's leadership and job satisfaction of childcare teachers to enhance their organizational commitment and improve service quality and operation of nursery facilities. A survey was conducted of childcare teachers in national and public daycare centers located in Gyunggi Province from February to March 2018. Statistical analysis was performed using SPSS 23.0 and AMOS 23.0 statistical programs. Analysis results found that leadership of the head teacher positively affected job satisfaction and organizational commitment of childcare teachers. Second, the job satisfaction of childcare teachers positively affected organizational commitment. Third, job satisfaction of childcare teachers had a mediating effect in the relationship between the head teacher's leadership and the childcare teachers' organizational commitment. Results of this study suggest that effective leadership of the head teacher should be exercised to enhance the organizational commitment of childcare teachers.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.101-115
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• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• 한국벤처창업학회:학술대회논문집
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• 2023.11a
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• pp.139-143
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• 2023

최근 교사들의 잇단 극단적 선택으로 학교의 변화와 상황에 대한 문제의식이 사회적으로 날로 높아지고 있다. 교직에 대한 선호도가 급격히 떨어지고 교직 이직 비율도 빠르게 높아지고 있어 교육의 질을 걱정하기에 이르렀다. 드러난 문제가 원인의 하나일 수 있으나 많은 연구에서 교사들의 직무스트레스가 심각한 수준임을 밝히고 있고, 학교교육 현장에는 교사들이 조직에 몰입하기 어려운 다양한 문제들이 있음을 밝히고 있다. 그럼에도 교육현장에서는 학생, 교사들이 함께 성장할 수 있고 모두가 만족하는 교육 활동을 실현시키고 변화와 혁신을 통해 교육역량을 높이고자 지속적으로 노력하고 있다. 본 연구는 초등학교 교사의 직무스트레스와 감정 노동이 조직몰입에 미치는 영향을 조사 분석하고 두 변인 즉 직무스트레스와 감정 노동이 직무몰입에 미치는 영향에서 긍정심리자본의 매개 효과를 알아보는데 그 목적이 있다. 교사 직무스트레스 실태를 종합적으로 파악하고자 관계 요인, 업무요인, 정책 요인으로 나누어 분석(김종민 외, 2018. 경기도교육연구원)하고 특히 스트레스 요인 중 가장 비중 있는 감정 노동 부분은 분리하여 더 상세히 분석하고자 한다. 이를 위해 경기도, 경기도, 서울, 전라남도 소재 초등학교교사 500명을 대상으로 자료를 수집하여 SPSS 20.0 프로그램을 활용하여 변인들의 기술통계치를 산출하고자 한다. 초등교사의 인구통계학적 변인간에 유의한 차이가 있는지 확인하기 위해 t-검정과 일원배치 분산분석(ANOVA)을 실시한다. 그리고 연구에 포함된 변인들간의 상관계수를 산출하고 Baron과 Kenny(1986)의 절차에 따른 3단계 회귀분석과 부트스트래핑(bootstrapping) 기법을 적용하여 매개효과의 유의성을 검증하고자한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1424-1435
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• 2014

The purpose of this study was to investigate the causal relationship among job stress, teaching efficacy belief, and organizational commitment for early childhood teachers. Besides, the current study examined the mediating effect of teaching efficacy belief on the relationship between job stress and organizational commitment. The data were gathered through the questionnaires from 500 kindergarten and nursery teachers who are located in D metropolitan city. Among them, the total of 426 subjects were used for analysis from recovered 442. The results indicated that job stress was negatively correlated with teaching efficacy belief and organizational commitment for early childhood teachers. Teaching efficacy belief significantly had a positive relation with organizational commitment. Moreover, teaching efficacy belief turned out to have a partial mediating effect on the relationship between job stress and organizational commitment. This study has its significance in that it looked at the job stress as a predictor variable to explain the organizational commitment, the positive viewpoint by turning away from the early childhood teachers' burnout, and provided the potential for the environmental intervention by confirming the mediating effect of teaching efficacy belief.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.187-202
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• 2016

The purpose of this study is to investigate the relationship between childcare center president's transformative leadership, organization culture, organization commitmen, organization culture, organization commitmen of the mediating effect in the effect of the childcare center president's transformative leadership and job satisfaction of childcare teachters. Three hundred twenty three childcare teachers located in S City in Jeollanam-do were selected as subjects of this study and subsequently surveyed. The results of this study were as follows: First, a positive correlation was observed between childcare center president's transformative leadership and organization culture, job satisfaction and organization commitment of childcare teachers. Second, childcare center president's transformative leadership had an influence on job satisfaction through the medium of organization culture and organization commitment. This study examined the effect that childcare center president's transformative leadership would have on job satisfaction of childcare teachers through the medium of organization culture and organization commitment. The results of this study may provide basic data for efficient operations of childcare centers, and such results are remarkable elements in job satisfaction of childcare teachers, implying the importance of childcare center president's transformative leadership, organization culture and organization commitment.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.353-368
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• 2018

The purpose of this study is to examine the effect of private tutor's job stress on the organizational commitment and turn-over intention and to verify the mediating effect of the organizational commitment. The questionnaire survey was peformed for 332 private tutors in special education region in Seoul. The collected data were used as a model of path coefficients obtained through analysis of structure equation model(SEM) and hypothesis verification. The result of the verification is as follows. First, both stress by student and stress by administrative support showed statistically significant negative effects on the organizational commitment. Second, the private tutor's organizational commitment showed a statistically significant negative effects on the turn-over intention. Third, both stress by task and stress by conflict in organization showed statistically significant positive effects on the turn-over intention. Fourth, even if both stress by student and stress by administrative support showed statistically no significant effects on the turn-over intention, they showed statistically significant effects on the turn-over intention with the mediating effect of the organizational commitment. It was confirmed that the turn-over intention can be decreased by relief of the private tutor's job stress and enhancement of the organizational commitment. In this process, it is meaningful to verify the role and function of the private tutor's organizational commitment.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.169-180
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• 2020

This study examined the relationship between calling, organizational commitment, and innovation behavior among 302 current teachers. The main results are as follows. First, calling had a positive effect on the organizational commitment. Second, calling did not significantly affect innovation behavior. Third, Organizational commitment had a statistically significant positive effect on innovation behavior. The result of the study suggests that in order to enhance the teacher's innovation behavior, it is necessary to clarify the calling of the teacher's own work and make him/her feel so that it can lead to the desire and willingness to actively realize the organization's goals and values.