자아효능감이 직무스트레스에 미치는 영향에 관한 연구: 집단효능감의 매개변수 역할을 중심으로

조강혜,노형봉 한국기업경영학회 2013 기업경영연구 Vol.20 No.4

The challenges of coping with occupational stress in an optimal way are widely recognized by businesses in the service sector where their success depends on the quality of services provided by human resources in the organizations. According to a number of experts it is the efficacy that exerts a direct effect on performance variables such as level of goals set by individuals, and/or behavioral choice under depression. The notion of efficacy may well be extended and applied to groups of individuals to form collective efficacy, which refers to the belief, shared by the members of a group, that the group retains the capacity to successfully perform various organizational tasks. In this study, we have analyzed the questionnaires of a group of mechanics who are under constant stress originating from both the customers and the organization itself to verify mediating effect of collective efficacy on the relation between self-efficacy and occupational stress. The results include:First, self efficacy has a statistically significant effect on occupational stress. This implies the need to improve self efficacy to reduce the stress felt by the individuals. Accordingly, an organization is required to exert its effort to apply factors which enhance self-efficacy in the aspects of human resources development. Second, collective efficacy shows statistical significance to reduce the occupational stress, which suggests the strategies be implemented to ensure the reduction of occupational stress of members in an organization. Third, collective efficacy is shown to have complete mediating effect on the capacity of self-efficacy concerning the reduction of occupational stress. That is, Self efficacy have a considerable effect on addressing occupational stress, mainly through collective efficacy. It is important to make it point to keep the self-efficacy high through enhancing the collective efficacy to minimize the level of occupational stress. The following will be suggested as of the consequences of this study:First, unlike previous studies, we have presented the mediating effect of collective efficacy, proving the efficiency of existing methods for the improvement of collective efficacy when dealing with occupational stress in an organization. Second, we have demonstrated that collective efficacy has complete mediating effect on the capacity of self-efficacy concerning the reduction of occupational stress It implies that, in an organization level, efforts are needed to improve collective efficacy rather than self-efficacy to handle occupational stress, directing the first priority in deciding effective methods when using limited and scarce resources available. Third, we have reasonably shown that various management systems including mentoring system implemented in the business field and direct supporting system for the service personnel by the leader on site shows significant efficiency, necessitating further strategical approach to the development of optimal management system for each individual site of service. Fourth, Attention needs to be paid to the improvement of social capital closely related to collective efficacy. Social capital, consisting of network, norm, and trust provides strong relation with collectiv efficacy defined as commonly shared beliefs or collective expectation for organizational success. Thus, an organization is required, by means of improving collective efficacy and reinforcing social capital, to increase the level of mutual confidence and maintain organic functionality, developing and sharing the its vision and core values with members. In this study, we have confined the triggering of occupational stress to four factors, the intensity or the extent of which will vary depending on the kind of jobs, work environments, and personal tendencies. In this respect, further studies will cover the defining of and dealing with other potential sources of stress or new variables as their objectives. In addition, we h... 조직 성패의 척도가 인적자원에 의해 좌우되는 서비스 업종의 경우 직무스트레스는 서비스를 제공하는 기업이 해결해야 할 난제이다. 이러한 상황에서 여러 학자들은 효능감이 개개인의 목표 수준과 스트레스 하에서의 행동의 선택 등과 같은 성과변수 등에 직접적인 영향을 미친다고 하였다. 효능감 개념은 집단에도 확장, 적용될 수 있다. 즉 집단효능감은 집단구성원들이 자신이 속한 집단이 성공적 과업수행을 할 수 있는 능력을 보유하고 있다는 믿음을 의미한다. 따라서 본 연구에서는 고객과 조직으로부터 직무스트레스로 많은 어려움을 겪고 있는 자동자 정비 직원들을 대상으로 자아효능감과 직무스트레스와의 관계에서 집단효능감의 매개효과를 분석하였다. 이에 연구결과는 다음과 같다. 첫째, 자아효능감은 직무스트레스에 통계적으로 유의미한 영향을 미치고 있음을 알 수 있었다. 따라서 조직 내 구성원들의 직무스트레스를 줄이기 위해서는 구성원의 자아효능감을 높일 필요가 있다. 자아효능감을 증진시킬 수 있는 인적자원개발 측면의 노력이 요구되며, 자아효능감을 구성하는 요소를 찾아 그에 맞는 개발이 요구된다. 둘째, 집단효능감은 직무스트레스에 통계적으로 유의미한 결과로 나타났다. 따라서 조직 내 구성원들의 직무스트레스를 감소시키기 위해서는 집단효능감을 증진할 수 있는 전략이 필요함을 알 수 있다. 셋째, 집단효능감은 자아효능감과 직무스트레스와의 관계에서 완전매개효과를 지니는 것으로 분석되었다. 즉, 자아효능감이 직무스트레스에 유의미한 영향을 미치지만 이는 집단효능감을 통해 영향을 미치는 것이다. 따라서 실제 조직 내 구성원들의 직무스트레스를 줄이기 위해서는 집단효능감의 증진을 통해 자아효능감을 높이는 것이 중요한 것임을 알 수 있다.

교사 역할에 대한 교사효능감 연구의 함의

방선욱 청주대학교 학술연구소 2011 淸大學術論集 Vol.17 No.-

The purpose of the study is to review researches on concept, measurement, variables, and influences related to students' learning and achievement of teacher efficacy. Through the review of prior researches, the study illuminates two results about teacher efficacy. One is that the teacher efficacy is consisted of general teaching efficacy and the personal efficacy. The other is that the concept of teacher efficacy is likely to be the properties of situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. In recent years, the measurement of teacher efficacy tends to include environment factors such as school climates whereas measurement of teacher efficacy in 1970 focused mainly individual aspects such as constructs of both general teaching efficacy and personal teacher efficacy. The effect of teacher efficacy mainly concerns the relationship between teacher efficacy and the students' achievement and the affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher.

교사효능감 연구의 시사점 및 연구방법의 발전방향 모색

방선욱 청주대학교 학술연구소 2014 淸大學術論集 Vol.22 No.-

The purpose of this study is to briefly review the theoretical foundation and current issues in teacher efficacy and critically evaluate historical attempts to measure teacher efficacy, to discuss important substantive implications stemming from efficacy researches that may advance the field, to present recent measurement advances, to highlight several advances in instrumentation that have show promise in furthering the study of teacher efficacy. Founded in social cognitive theory and locus of control theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student achievement. However, teacher efficacy has developed a storied history regarding construct validity and measurement integrity. Among other issues, the advancement of teacher efficacy into the next stage of its developmental life would be fostered by empirical evaluation of the sources of efficacy building information, collective teacher efficacy, and methods for impacting efficacy change in teachers.

고교 야구선수의 삼분법적 자기효능감이 심리적 욕구, 자기결정동기, 집단효능감에 미치는 영향

배성철(Bae, Seong-cheol),송용관(Song, Yong-gwan) 한국사회체육학회 2022 한국사회체육학회지 Vol.- No.87

Purpose: Grounded in tripartite efficacy theory (TET), the purpose of this study is to investigate the relations among collective efficacy, self-determined motivation, basic psychological needs and tripartite efficacy on high school baseball athlete students. Method: To this end, four-hundred eleven athlete students participated in this study by completing the pack of questionnaire tapping the targeted variables. To test the research hypotheses, SPSS and AMOS statistical programs were used. Results: The results showed that first, self-efficacy (i.e., confidence in their own capabilities) within tripartite efficacy was positively related to psychological need satisfaction, autonomic motivation and collective efficacy of the baseball players. Second, the relation-inferred self-efficacy (i.e., their coach’s confidence in their ability as an athlete) was positively associated with competence and relatedness within basic psychological needs, and autonomic and controlling motivation, whereas it was negatively associated with autonomy and amotivaition. It also was negatively associated with collective efficacy. Conclusion: Overall, the other-efficacy (i.e., their confidence in their coach’s ability) was positively associated with autonomy, relatedness and collective efficacy, whereas it was negatively associated with competence, controlling motivation and amotivation. Further details and future directions remain to be discussed.

Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities

Winston Kwame Abroampa,Williams Okunloye Rotimi,Joyce Nsiah Asante 환태평양유아교육연구학회 2017 Asia-Pacific journal of research in early childhoo Vol.11 No.2

The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high self- efficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.

대학생의 스피치 효능감과 토론 효능감에 미치는 요인 연구: 미디어 이용, 이견 노출, 비주장적 태도, 그리고 커뮤니케이션 능력의 영향 탐색

최두훈,이상철 부산울산경남언론학회 2020 지역과 커뮤니케이션 Vol.24 No.2

The current study examined the impact of media use, cross-cutting exposure, non-argumentative attitude, and communication competence on speech efficacy and debate efficacy. We collected survey data with 400 college students. The study used multiple regression analysis to test the study's hypotheses. Frist, the study showed that social media are positively associated with debate efficacy. Second, we found that cross-cutting exposure contributed to increasing speech efficacy and debate efficacy. Third, the study found that non-argumentative attitude was negatively related to speech efficacy and debate efficacy. Fourth, we found that communication competence played a large role in increasing speech efficacy and debate efficacy. Based on the results in the study, we discuss the implications for improving speech efficacy and debate efficacy in terms of speech and debate education. 본 연구는 미디어 이용, 이견 노출, 비주장적 태도, 그리고 커뮤니케이션 능력이 스피치 효능감과 토론 효능감에 미치는 영향을 조사하였다. 400명의 대학생을 대상으로 설문조사를 실시하였으며, 연구 가설을 시험하기 위해 회귀분석을 수행하였다. 분석 결과, 첫째, 소셜미디어 뉴스이용을 많이 할수록 토론 효능감이 높았다. 둘째, 이견 노출이 높을수록 스피치와 토론 효능감이증가한 것으로 나타났다. 셋째, 비주장적 태도가 클수록 스피치와 토론 효능감은 낮은 것으로발견되었다. 넷째, 커뮤니케이션 능력이 높을수록 스피치와 토론 효능감은 높은 것으로 나타났다. 연구결과를 바탕으로 스피치 효능감과 토론 효능감을 향상시킬 수 있는 방안을 스피치와토론 교육의 측면에서 논의한다.

A Study of Pre-Service English Teachers’ Teaching Efficacy

Park, Eun-Soo 이화여자대학교 교과교육연구소 2016 교과교육학연구 Vol.20 No.4

The purpose of this study was to investigate pre-service teachers' teaching efficacy. The subjects were 38 preservice English teachers from a university. Since the present study aims to examine pre-service English teachers’ teaching efficacy, all participants were seniors and completed their practicum at the time of data collection. In this study, Language Teaching Efficacy Belief Instrument developed by Liaw (2004) was adopted as being more appropriate to Korean context. Language teaching efficacy consisted of four areas: instructional strategic efficacy, language teaching efficacy, student engagement efficacy, and personal and environmental influence efficacy. Results of the present study indicated that most pre-service English teachers had moderate self-efficacy beliefs in the dimensions of instructional strategy, language teaching, student engagement, and personal and environmental influence. The participants responded that they felt more confident in instructional strategy than in the other dimensions. It was found that the participants felt least confident in motivating students, teaching high-level speaking and writing classes. In addition, the pre-service English teachers were inclined to use more of structural and linguistic oriented activities than of communicative activities. The findings of the present study will provide useful information to develop coursework to enhance pre-service English teachers' teaching efficacy.

미용학과 대학생의 일반적 특성에 따른 자기효능감과 전공만족도 연구

전홍신 ( Hong-shin Jeon ),방효진 ( Hyo-jin Bang ) 대한미용학회(구 대한미용과학회) 2018 대한미용학회지 Vol.14 No.2

The present research aimed to investigate the effect of cosmetology department students’ self-efficacy on their satisfaction with their major study. We surveyed 416 cosmetology students from 4-year colleges located in Gangneung, Iksan, and Cheongju regions.. T-test and one-way ANOVA were employed in this study analysis. First, it was found that self-efficacy caused significant difference in cognitive efficacy, emotional efficacy and social efficacy. The graduates of high schools showed significant difference in emotional efficacy and social efficacy. The students’ reasons for selecting the major were examined. Results showed that cognitive efficacy and social efficacy had significant differences. The difference between the important subjects in education was also examined. Results revealed that emotional efficacy, social efficacy and cognitive efficacy showed significant differences. Second, the difference between school years was investigated. Major satisfaction and class satisfaction were found to have significant differences. Difference between the major studies was examined. Class satisfaction and study satisfaction showed significant difference. Any difference with respect to graduated high schools was investigated, and it was found that study satisfaction and class satisfaction had significant difference. The reasons of selecting the major were looked into and, as a result, class satisfaction was found to have significant difference. Difference in regard to important subject in education was investigated and significant difference was found in all the class satisfaction, study satisfaction and cognitive satisfaction.

학습자 참여를 강화한 과학교육론 수업에서 예비 과학교사의 일반 교수 효능감과 과학 교수 효능감 분석

강경희 사단법인 한국융합기술연구학회 2024 아시아태평양융합연구교류논문지 Vol.10 No.1

이 연구의 목적은 학습자 참여를 강화한 통합과학교육론 수업이 예비 과학교사들의 일반 교수 효능감과 과학 교수 효능감에 영향을 미쳤는지 살펴보는 것이다. 이를 위해 예비 과학교사 29명을 대상으로 학습자 참여를 강화한 통합과학교육론 수업을 실시하였다. 예비 과학교사들은 모둠별 논의를 거쳐 과학교육론과 관련된 토의 주제를 설정하였다. 또한 ChatGPT 활용, 카드게임, 카드뉴스 제작 등 다양한 전략들을 직접 활용하여 토의 활동을 전개하였다. 일반 교수 효능감과 과학 교수 효능감에 대한 사전 사후 검사 간 t-test 결과 일반 교수 효능감은 통계적으로 유의한 차이를 나타내지 않았다. 그러나 과학 교수 효능감은 사후 검사 결과가 유의하게 높은 것으로 나타났다. 일반 교수 효능감 중 개인 교수 효능감은 사후 검사가 유의하게 높게 나타났으나, 교수 결과 기대감은 사후 검사에서 더 낮게 나타났다. 이에 비해 과학 교수 효능감은 과학 교수 개인 효능감과 과학 교수 결과 기대감 모두 사후 검사가 더 높게 나타났다. 다만 과학 교수 결과 기대감은 유의하게 높지는 않았다. 이 결과는 예비 과학교사들이 직접 다양한 교수 전략을 활용하는 활동이 교수 효능감을 높이는 데 효과적임을 시사하고 있다. 그러나 교수 결과에 대해 확인하는 과정이 구현되지 않았기 때문에 교수 결과 기대감에서는 유의미한 차이가 나타나지 않은 것으로 판단된다. 결론적으로 학습자 참여를 강화한 과학교육론 수업이 예비 과학교사의 과학 교수 효능감 향상에 긍정적인 영향을 미친 것으로 볼 수 있다. The purpose of this study was to examine whether an integrated science education class with enhanced learner participation affected on pre-service science teachers' general teaching efficacy and science teaching efficacy. To this end, 29 prospective science teachers were given an integrated science education theory class that strengthened learner participation. Pre-service science teachers set discussion topics related to science education theory through group discussions. Also, a variety of strategies were directly applied to create discussion activities, including the usage of ChatGPT, card games, and the creation of card news. As a result of the t-test between pretest and posttest for general teaching efficacy and science teaching efficacy, there was no statistically significant difference in general teaching efficacy. However, science teaching efficacy was found to be significantly higher in post-test results. Among the general teaching efficacy, the individual teaching efficacy was significantly higher in the post-test, but the expectation of teaching results was lower in the post-test. On the other hand, science professor efficacy was higher in the post-test for both science professor personal efficacy and science professor result expectancy. Science professors, however, were not significantly higher. These results suggest that activities in which pre-service science teachers directly utilize various teaching strategies are effective in increasing teaching efficacy. However, because the process of confirming teaching results was not implemented, it was judged that there was no significant difference in expectations of teaching results. In conclusion, it can be seen that the science education theory class that strengthened learner participation had a positive effect on the improvement of the efficacy of science teaching pre-service science teachers.

집단적 교사효능감, 개인적 교사효능감, 교사몰입 간 관계에 대한 구조적 분석

박정주 한국직업교육학회 2010 職業 敎育 硏究 Vol.29 No.4

The purpose of this study was to examine the structural relationship among collective teacher efficacy, self-teacher efficacy, and teacher commitment. It was also intended to investigate whether collective teacher efficacy had any firsthand impact on teacher commitment and whether the former exercised any secondhand influence on the latter through self-teacher efficacy. This study is ultimately meant to determine the effects of collective teacher efficacy. The correlation between collective teacher efficacy and self-teacher efficacy and teacher commitment was investigated, and the goodness of fit of the research model used in this study was verified as well. And path coefficients were calculated to determine the relationship of the three elements. As a result, it's found that collective teacher efficacy exerted an influence on self-teacher efficacy and organizational commitment, and that collective teacher efficacy affected teacher commitment through the positive mediating variable of self-teacher efficacy. And the influence of collective teacher efficacy is larger than that of self-teacher efficacy. 본 연구는 집단적 교사효능감, 개인적 교사효능감 및 교사몰입 간의 관계를 살펴봄으로써 집단적 교사효능감과 교사몰입의 관계에 있어 개인적 교사효능감이 가지는 효과를 분석하고자 하였다. 이를 위해 집단적 교사효능감, 개인적 교사효능감 및 교사몰입 간의 상관관계 분석 및 연구모형에 대한 확인적 요인분석을 수행하였고, 구조방정식 모형 분석을 통해 세 잠재변수 간의 관계를 경로계수를 통해 비교하여 보았다. 연구 결과, 집단적 교사효능감과 개인적 교사효능감은 모두 교사몰입에 정적 영향을 미치고 있으며, 개인적 교사효능감은 집단적 교사효능감이 교사몰입에 미치는 영향에 정적인 부분 매개역할을 하고 있는 것으로 밝혀졌다. 또한 교사몰입에 대한 집단적 교사효능감의 영향력은 개인적 교사효능감의 영향력보다 큰 것으로 나타났으며 집단적 교사효능감은 개인적 교사효능감에 정적인 영향력을 가지고 있었다. 따라서 학교 조직 전체의 능력에 대한 자신감을 강조하고 협동적 학교 풍토를 통해 그러한 자신감이 교사 개개인에게 스며들도록 함으로써 교사 몰입을 높이고 이를 통해 교육 변화를 이끌어내야 한다.