Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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A Study on Self-Leadership and Job Involvement of Multicultural Family Home-Visit Instructors

다문화가족 방문교육지도사의 셀프리더십과 직무몰입에 관한 연구

  • Chae, Jin-Young (Department of Child Studies, Chonbuk National University) ;
  • Kim, Hera (Department of Early Childhood Education, Daeduk Colloge) ;
  • Hwang, Hae Shin (Department of Family Welfare, Sangmyung University) ;
  • Kwon, Ki Nam (Department of Child Care and Welfare, Osan University) ;
  • Kang, Bogjeong (Management Planning Bureau, Korea Institute For Healthy Family) ;
  • Suh, Joo Hyun (Department of Family Welfare, Sangmyung University)
  • 채진영 (전북대학교 아동학과) ;
  • 김헤라 (대덕대학교 유아교육과) ;
  • 황혜신 (상명대학교 가족복지학과) ;
  • 권기남 (오산대학교 아동보육과) ;
  • 강복정 (한국건강가정진흥원 경영기획국) ;
  • 서주현 (상명대학교 가족복지학과)
  • Received : 2016.10.01
  • Accepted : 2016.12.19
  • Published : 2016.12.31
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Abstract

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.

Keywords

References

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