평생교육사의 고용관계특성과 조직몰입의 관계에서 직무효능감의 매개효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to confirm the level of awareness of employment relationship characteristics(ERC), occupational self-efficacy, organizational commitment of lifelong educators working at lifelong education institutions, and to confirm their influence relationships.
To this end, an online survey was conducted on lifelong educators working at lifelong education institutions, and The T-test, ANOVA, regression analysis were conducted.
As the main results of the study, it can be confirmed that the more regular workers and the larger the organization size, the higher ERC, occupational self-efficacy, and organizational commitment level. Depending on the type of working institution, the administrative agency group showed the lowest score on ERC and organizational commitment. And, the remote educational institution and the Lifelong Education Promotion institution generally show a high level of awareness.
As for the influence relationship between each factor, ERC have a positive effect on organizational commitment, and among its sub-factors, participation opportunities, compensation fairness, and employment security have an effect on organizational commitment. In addition, ERC have a positive effect on occupational self-efficacy, and among its sub-factors, colleagueship, growth opportunities, and employment security had a positive effect on job efficacy. Also, occupational self-efficacy had a positive effect on organizational commitment.
When the mediating effect between the three factors was verified, occupational self-efficacy was found to have a partial mediating effect in the relationship between employment relationship characteristics and organizational commitment.
Based on these analysis results, we would like to discuss as follows. First, in order to improve lifelong educators' organizational commitment and occupational self-efficacy, organizations should consider ways to ensure employment safety, establish a fair compensation system, secure participation opportunities, provide growth opportunities, and support friendly colleagueship.
Second, as a result of checking the level of organizational commitment of lifelong educators, organizational commitment was in the order of continuance commitment, affective commitment and normative commitment. In other words, it can be seen that the normative commitment, which means that members continue to stay in the organization through the internalization of the organization's goals or values, is the lowest. It is necessary to devise a method to increase normative commitment.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• Ⅱ. 이론적 배경 5
• 1. 고용관계특성 5
• 2. 직무효능감 10
• 3. 조직몰입 14
• 4. 주요 변수 간 관계 20
• Ⅲ. 연구 방법 24
• 1. 연구 모형 24
• 2. 연구 대상 및 표집 25
• 3. 측정 도구 28
• 4. 분석 방법 34
• Ⅳ. 연구 결과 35
• 1. 주요 변인의 기술통계 및 상관관계 분석 35
• 2. 고용형태 및 조직 특성 요인에 따른 주요 차이 분석 37
• 3. 고용관계특성, 직무효능감, 조직몰입의 영향 관계 44
• 4. 고용관계특성과 조직몰입의 관계에서 직무효능감의 매개효과 47
• Ⅴ. 결론 50
• 참고문헌 55
• Abstract 60
• 부록 62