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.
