【Abstract】
The study of Effect of Job Stress and Teacher Efficacy on Organizational Commitment in Korean Teachers
- Based on Korean School for Korean American -
Kim, Eunhye
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber Un...
【Abstract】
The study of Effect of Job Stress and Teacher Efficacy on Organizational Commitment in Korean Teachers
- Based on Korean School for Korean American -
Kim, Eunhye
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University
The purpose of this study is to examine the relationship between job stress, teacher efficacy, and organizational commitment and to investigate the effect of job stress and teacher efficacy on organizational commitment of Korean teachers in Korean school for Korean American.
To examine the effects of job stress and teacher efficacy on organizational commitment of korean school teachers, the study questions below were used.
First, are there any significant differences in job stress, teacher efficacy, and organizational commitment according to korean school teachers’ background variables?
Second, what are the relationships between job stress, teacher efficacy and organizational commitment of korean school teachers?
Third, what is the relative effect of job stress and teacher efficacy on organizational commitment of korean school teachers?
To examine these study questions, 104 korean school teachers in the Texas area of the southwest association of NAKS were surveyed by completing a self-report questionnaire and interview.
To measure job stress, a conceptual structure of korean school teacher’s job stress was analyzed by means of the instrument designed by Shin Hye-young(2004), which was revised based on the modified teacher’s occupational stress factor questionnaire constructed by D’Arienzo, Morraco and Krajewski(1982). To measure teacher efficacy, a conceptual structure of korean school teacher’s teacher efficacy was analyzed by means of the instrument designed by Shin Hye-young(2004), which was revised based on the Science Teaching Efficacy Belief Instrument constructed by Enochs and Roiggs(1990). To measure organizational commitment, a conceptual structure of korean school teacher’s organizational commitment was analyzed by means of the instrument devised Kang Ji-young(2009), which was revised based on the organizational commitment scale constructed by Allen and Mayer and on the Korean version of the organizational Commitment by Kwon Soon-oh(2001).
The results of the studies conducted by these methods and procedures are as followed.
First, the differences in job stress, teacher efficacy, and organizational commitment were verified according to the korean teacher’s background variables. There was a significant difference based on the teachers’ gender, age, educational experience, salary, and academic ability.
Second, in terms of verifying the relationship between job stress, teacher efficacy and organizational commitment, there were significant correlations between these variables. Job stress and its sub-factors were negatively correlated with teacher efficacy and organizational commitment and their sub-factors. Teacher efficacy and its sub-factors were positively correlated with organizational commitment and its sub-factors.
Third, a stepwise regression analysis was conducted to verify the effect of job stress, teacher efficacy on organizational commitment. As a result, the principal’s leadership, lack of administrative support, difficult relationship between parent and teacher in job stress and personal teaching efficacy in teacher efficacy affected the organizational commitment and it sub-factors.
Fourth, a teacher interview analysis was conducted to find problems and their way of job stress, teacher efficacy, and organizational commitment. As a result, work overload and lack of principal’s leadership influenced job stress. Additionally, the lack of supporting teaching materials influenced teacher efficacy and organizational commitment.
In summary, job stress and teacher efficacy were confirmed as important factors in influencing organizational commitment in Korean American Korean school teachers. This study can be used as a base data for the organizational commitment to verify factors that decreases job stress and increases teacher efficacy. It can also be utilized for efficient korean school’s management and re-educational program for teachers.
【Abstract】
The study of Effect of Job Stress and Teacher Efficacy on Organizational Commitment in Korean Teachers
- Based on Korean School for Korean American -
Kim, Eunhye
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University
The purpose of this study is to examine the relationship between job stress, teacher efficacy, and organizational commitment and to investigate the effect of job stress and teacher efficacy on organizational commitment of Korean teachers in Korean school for Korean American.
To examine the effects of job stress and teacher efficacy on organizational commitment of korean school teachers, the study questions below were used.
First, are there any significant differences in job stress, teacher efficacy, and organizational commitment according to korean school teachers’ background variables?
Second, what are the relationships between job stress, teacher efficacy and organizational commitment of korean school teachers?
Third, what is the relative effect of job stress and teacher efficacy on organizational commitment of korean school teachers?
To examine these study questions, 104 korean school teachers in the Texas area of the southwest association of NAKS were surveyed by completing a self-report questionnaire and interview.
To measure job stress, a conceptual structure of korean school teacher’s job stress was analyzed by means of the instrument designed by Shin Hye-young(2004), which was revised based on the modified teacher’s occupational stress factor questionnaire constructed by D’Arienzo, Morraco and Krajewski(1982). To measure teacher efficacy, a conceptual structure of korean school teacher’s teacher efficacy was analyzed by means of the instrument designed by Shin Hye-young(2004), which was revised based on the Science Teaching Efficacy Belief Instrument constructed by Enochs and Roiggs(1990). To measure organizational commitment, a conceptual structure of korean school teacher’s organizational commitment was analyzed by means of the instrument devised Kang Ji-young(2009), which was revised based on the organizational commitment scale constructed by Allen and Mayer and on the Korean version of the organizational Commitment by Kwon Soon-oh(2001).
The results of the studies conducted by these methods and procedures are as followed.
First, the differences in job stress, teacher efficacy, and organizational commitment were verified according to the korean teacher’s background variables. There was a significant difference based on the teachers’ gender, age, educational experience, salary, and academic ability.
Second, in terms of verifying the relationship between job stress, teacher efficacy and organizational commitment, there were significant correlations between these variables. Job stress and its sub-factors were negatively correlated with teacher efficacy and organizational commitment and their sub-factors. Teacher efficacy and its sub-factors were positively correlated with organizational commitment and its sub-factors.
Third, a stepwise regression analysis was conducted to verify the effect of job stress, teacher efficacy on organizational commitment. As a result, the principal’s leadership, lack of administrative support, difficult relationship between parent and teacher in job stress and personal teaching efficacy in teacher efficacy affected the organizational commitment and it sub-factors.
Fourth, a teacher interview analysis was conducted to find problems and their way of job stress, teacher efficacy, and organizational commitment. As a result, work overload and lack of principal’s leadership influenced job stress. Additionally, the lack of supporting teaching materials influenced teacher efficacy and organizational commitment.
In summary, job stress and teacher efficacy were confirmed as important factors in influencing organizational commitment in Korean American Korean school teachers. This study can be used as a base data for the organizational commitment to verify factors that decreases job stress and increases teacher efficacy. It can also be utilized for efficient korean school’s management and re-educational program for teachers.
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