다문화가족 방문교육지도사의 셀프리더십과 직무몰입에 관한 연구
Objective: The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit i...
Saved in:
| Published in: | Korean Journal of child studies Vol. 37; no. 6; pp. 83 - 94 |
|---|---|
| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | Korean |
| Published: |
한국아동학회
2016
|
| Subjects: | |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Objective: The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit instructors participated in the online survey from 140 multicultural family support centers in Seoul, 6 metropolitan cities, 9 provinces, and other cities and counties. Data were analyzed through frequency, percentages, Pearson's correlations, one-way ANOVA, $Scheff{\acute{e}}$ post-hoc test, and stepwise multi-regression using SPSS 21.0. Results: The main findings are as follows. First, instructors who were high school graduates had significantly higher scores in self-leadership than the other groups. There was only a significant difference in self-reward of self-leadership based on their majors. There were no significant differences in job involvement based on the education level and major. The greater their home-visit teaching experiences, the higher their scores in self-leadership and job involvement. Second, the stepwise multiple regression model showed that self-expectation, self-goal setting, constructive thinking, and rehearsal of self-leadership explained 49% of the total variance in job involvement. Conclusion: Even though the high school graduates had significantly higher scores in self-expectation, rehearsal, and constructive thinking of self-leadership than the other groups, over-generalization should be avoided because the sample size was relatively small. Based on the finding that greater home-visit teaching experiences was associated with higher self-leadership and job involvement, it would be necessary to improve working condition to prevent instructors from changing jobs. These findings stress the importance of providing opportunities for home-visit instructors to develop leadership, thus improving job involvement. |
|---|---|
| Bibliography: | KISTI1.1003/JNL.JAKO201608259727384 G704-000080.2016.37.6.017 |
| ISSN: | 1226-1688 2234-408X |