دانلود رایگان مقاله انگلیسی عملکرد شغلی در یادگیری سازمان: اثرات واسطه گری خود کارآمدی و تعهد کاری - وایلی 2018

 This study examines the structural relationships among learning-organization culture, self-effi cacy, work engagement, and job performance in Korean workforce institutions. The authors also investigated the mediating roles of teachers’ self-effi cacy and work engagement on the relationship between the learning-organization culture and teachers’ job performance. Working with a total of 481 valid surveys from workforce-education teachers at 21 Korean workforce-education schools, structural equation modeling ( SEM ) and the Sobel test were primarily implemented to examine the hypothesized model and research hypotheses. The results showed the positive impacts of learningorganization culture in Korean workforce institutions on teachers’ self-effi cacy and work engagement. Teachers’ selfeffi cacy positively aff ected their work engagement and job performance, and the relationship between work engagement and job performance was statistically signifi cant. Also identifi ed were the mediating roles of self-effi cacy and work engagement on the relationships between the learning-organization culture of workforce-education schools and the teachers’ job performance.

Implications

In the Korean workforce-education system, along with continued educational-reform efforts, many aspects of the school system are being developed into a supportive learning environment (Chung et al., 2007 ). However, a lack of focus on teachers’ individual factors still persists, and the literature has dominantly relied on principals’ leadership, which can cause ineffective school performance (Park, 2012 ). From the results, we found that teachers’ self-efficacy–based work engagement, which is promoted by the learning-organizational culture, is at the core of improving teachers’ job performance, which would be the key determinant for overall school performance.

In the Korean educational system, the principals’ leadership is considered the most infl uential component on school innovation and improvement in the overall quality of schools (Park, 2012 ; Park & Jeong, 2013 ). Along with the Korean literature, we could argue that the Korean educational system relies too heavily on the principals’ leadership and overly expects that leadership could handle many of the issues that schools encounter. As leadership is one of the main structures of the learning organization, certain types of issues can certainly be resolved and improved by the infl uences of leaders. As the research results indicate, the direct path of the learning organization has no signifi cant eff ect on performance, but the path becomes signifi cant when the behavioral factors of teachers are taken into account. From the practical point of view, teachers’ behavioral factors and the school system and environmental factors should receive more attention. Maximizing teachers’ self-effi cacy and encouraging work engagement would be critical factors for overall school performance. In summary, more focus should be given to individual teachers, considering how the environmental factors could expand their functional autonomy. Th is may be the key to increasing teachers’ self-effi cacy and work engagement.