Browse > Article
http://dx.doi.org/10.14698/jkcce.2022.18.02.039

The Mediating Effect of Teacher Self-Efficacy for Positive Teacher-Child Relationships on the Relationship between Perceived Supervisor's Servant Leadership and Work Engagement  

Bae, Hyun-Soon (대구가톨릭대학교 아동학과)
Min, Ha Young (대구가톨릭대학교 아동학과)
Publication Information
Korean Journal of Childcare and Education / v.18, no.2, 2022 , pp. 39-56 More about this Journal
Abstract
Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.
Keywords
perceived supervisor's servant leadership; teacher self-efficacy for positive teacher-child relationships; work engagement;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Lundberg, U. & Schaufeli, W. (2006). "Same same" but different?: Can work engagement be discriminated from iob involvement and organizational commitment?. European Psychologist, 11(2), 119-127. https://doi.org/10.1027/1016-9040.11.2.119   DOI
2 Robinson, J. (2011). Cities in a world of cities: The comparative gesture. International Journal of Urban and Regional Research, 35(1), 1-23. https://doi.org/10.1111/j.1468-2427.2010.00982.x   DOI
3 이완정, 최진아 (2021). 원장의 코칭리더십이 교사의 놀이실행역량에 미치는 영향: 교사의 반성적 사고와 창의적 역할수행의 매개효과. 한국보육지원학회지, 17(2), 89-101. https://doi.org/10.14698/jkcce.2021.17.02.089   DOI
4 맹일환 (2008). 직속상사의 카리스마 리더십과 서번트 리더십이 부하직원의 조직몰입에 미치는 영향에 관한 연구: 보험회사를 중심으로. 고려대학교 석사학위논문.
5 김선영, 서소정 (2010). 유아 교사 효능감 척도 개발 연구. 아동학회지, 31(4), 91-110.
6 김용재, 김종완 (2008). 리더십이 자기효능감을 통해 조직몰입과 조직시민행동에 미치는 영향. 인적자원개발연구, 11(2), 1-23.
7 이재무 (2016). 보육교사의 직무스트레스가 조직신뢰에 미치는 영향과 직무열의, 조직몰입의 조절효과. 육아정책연구소, 10(2), 51-82.
8 허영림, 정선영 (2009). 보육교사가 인지한 시설장의 서번트리더십이 보육교사의 직장내 인간관계와 직무 및 직무환경 만족도에 미치는 영향. 열린유아교육연구, 14(2), 91-110.
9 Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003   DOI
10 김희경, 신호철 (2019). 서번트 리더십이 직무열의에 미치는 영향: 긍정심리자본의 매개 및 조직정체성 강도의 조절 효과. 대한경영학회지, 32(3), 421-443. https://doi.org/10.18032/kaaba.2019.32.3.421   DOI
11 송용욱, 문명, 조윤형 (2019). 서번트 리더십이 지방자치단체 공무원의 직무열의에 미치는 영향: 직업소명의식의 매개효과, 조직정치 지각의 조절효과. 리더십연구, 10(3), 3-31. https://doi.org/10.22243/tklq.2019.10.3.3   DOI
12 Split, J., Koomen, H., & Thijs, J. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477.   DOI
13 Pianta, R. C. & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. https://doi.org/10.1080/02796015.2004.12086261   DOI
14 Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms?. Journal of School Psychology, 50(2), 235-255. https://doi.org/10.1016/j.jsp.2011.10.005   DOI
15 Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471   DOI
16 Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1   DOI
17 Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4-70. https://doi.org/10.1177/109442810031002   DOI
18 Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5   DOI
19 Woolfolk, A. E., Hoy, W. K., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares, & Urban(Eds.), Self efficacy beliefs of adolescents(pp. 117-137). NY: H. H. Freeman.
20 Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Journal of Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007   DOI
21 권순구, 봉미미, 김성일 (2016a). 교사-학생관계 교사효능감 척도 개발. 교육심리연구, 30(3), 469-496. https://doi.org10.17286/KJEP.2016.30.3.01   DOI
22 권순구, 봉미미, 김성일 (2016b). 학습자의 학업성취, 동기, 수업참여에 대한 예측요인으로서의 교사-학생관계 교사효능감. 한국교육학연구, 22(3), 265-299.
23 민하영 (2019). 보육교사의 주도적 성향, 사회적 관심 및 교사-유아 관계 효능감 간 경로모형 탐색. 한국아동심리치료학회지, 14(3), 21-38. https://doi.org/10.23931/kacp.2019.14.3.21   DOI
24 신현정 (2019). 영아교사의 교수효능감과 민감성이 조직몰입에 미치는 영향. 한국보육학회지, 19(1), 101-115. https://doi.org/10.21213/kjcec.2019.19.1.101   DOI
25 Bandura, A. (1994). Social cognitive theory and exercise of control over HIV infection. In Preventing AIDS (pp. 25-59). MA: Springer. https://doi.org/10.1007/978-1-4899-1193-3_3   DOI
26 이강훈, 조은래 (2017). 유아교사가 지각한 원장의 서번트 리더십과 교수몰입, 행복감 간의 관계. 한국보육지원학회지, 13(1), 65-83. https://doi.org/10.14698/jkcce.2017.13.01.065   DOI
27 최민수, 윤영애 (2019). 자아탄력성, 직무환경, 직무열의가 보육교사의 이직의도에 미치는 영향분석. 한국영유아보육학, 116, 123-143. https://doi.org/10.37918/kce.2019.05.116.123   DOI
28 Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. https://doi.org/10.1177/002248718403500507   DOI
29 Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29. https://doi.org/10.1037/1082-989X.1.1.16   DOI
30 Bollen, K., & Stine, R. (1990). Direct and indirect effects: Classical and bootstrap estimates of variability. Sociological Methodology, 20, 115-140. https://doi.org/10.2307/271084   DOI
31 Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588   DOI
32 Zheng, Y. Graham, L., Epitropaki, O., & Snape, E. (2019). Service leadership, work engagement, and service performance: The moderating role of leader skills. Group & Organization Management, 45(1), 43-74. https://doi.org/10.1177/1059601119851978   DOI
33 Schaufeli, W. B. & Bakker, A. B. (2010). Defining and measuring work engagement: bringing clarity to the concept. In Bakker, A. B. & Leiter, M. P. (Eds) Work engagement: A handbook of essential theory and research(pp. 10-24). NY: Psychology Press.
34 Decuypere, A. & Schaufeli, W. (2019). Leadership and work engagement: Exploring explanatory mechanisms. German Journal of Human Resource Management, 34(1), 69-95. https://doi.org/10.1177/2397002219892197   DOI
35 Dobransky, N. D. & Ann Bainbridge Frymier, A. B. (2004). Developing teacher-student relationships through out of class communication. Communication Quarterly, 52(3), 211-223. https://doi.org/10.1080/01463370409370193   DOI
36 Elliott, E. M., Isaacs, M. L., & Chugani, C. D. (2010). Promoting self-efficacy in early career teachers: A principal's guide for differentiated mentoring and supervision. Florida Journal of Educational Administration & Policy, 4(1), 131-146.
37 Greenleaf, R. K. (1970). The servant as leader. IN: The Greenleaf Center for Servant Leadership.
38 Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487. https://doi.org/10.1086/669616   DOI
39 Kline, R. B. (2005). Principles and practice of structural equation modeling. NY: The Guilford Press.
40 Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301   DOI
41 Laub, J. (2005). From paternalism to the servant organization: Expanding the Organizational Leadership Assessment (OLA) model. The International Journal of Servant-Leadership, 1(1), 155-186.   DOI
42 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191   DOI
43 Hartz, K., Williford, A. P., & Koomen, H. M. Y. (2017). Teachers' perceptions of teacher-child relationships: Links with children's observed interactions. Early Education and Development, 28(4), 441-456. https://doi.org/10.1080/10409289.2016.1246288   DOI
44 Hipp, K. A. & Bredeson, P. V. (1995). Exploring connections between teacher efficacy and principals' leadership behavior. Journal of School Leadership, 5,(2) 136-150. https://doi.org/10.1177/105268469500500202   DOI
45 Joreskog, K. G. (1971). Simultaneous factor analysis in several populations. Psychometrika, 36(4), 409-426. https://doi.org/10.1007/BF02291366   DOI
46 Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher's guide. CA: Sage Publications, Inc.
47 Mulaik, S. A., James, L. R., Van Alstine, J., Bennett, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105(3), 430-445. https://doi.org/10.1037/0033-2909.105.3.430   DOI
48 정은진 (2018). 코칭리더십이 신입사원의 조직사회화를 통해 직무열의에 미치는 영향: 주도적 성격의 조절효과를 중심으로. 고려대학교 석사학위논문.
49 예남희, 민하영 (2014). 육아지원기관 교사의 조직몰입에 영향을 미치는 원장의 서번트 리더십과 교사의 조직 냉소주의, 임파워먼트 간의 구조적 관계. 아동학회지, 35(3), 119-135. https://doi.org/10.5723/KJCS.2014.35.3.119   DOI
50 송인숙, 권상집 (2017). 교육훈련, 서번트 리더십, 자기효능감, 교육훈련 전이, 지식공유 간의 구조적 관계 분석. 지식경영연구, 18(4), 261-286.   DOI
51 예지은, 지성하, 진현 (2013). 임파워링 리더십과 직무열의의 관계에 대한 연구: 자기효능감과 의미감의 매개효과를 중심으로. 대한경영학회지, 26(2), 435-452.
52 Bakker, A. B. & Bal, M. P. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189-206. https://doi.org/10.1348/096317909X402596   DOI
53 조성자, 문수백, 민하영 (2008). 유아교육기관 교사의 지각된 자아효능감과 사회적 지지가 조직몰입에 미치는 영향. 가정과삶의질연구, 26(2), 25-32.
54 최권, 도승이 (2015). 초등교사가 지각한 직무환경이 개인적, 집단적 교사효능감을 매개로 직무만족에 미치는 영향. 교육학연구, 53(2), 161-183.
55 Antioco, M., Moenaert, R. K., Lindgreen, A. & Wetzels, M. G. M. (2008). Organizational antecedents to and consequences of service business orientations in manufacturing companies. Journal of the Academy of Marketing Science, 36(3), 337-358. https://doi.org/10.1007/s11747-008-0085-1   DOI
56 Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W. H. Freeman.
57 Khan, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724. https://doi.org/10.5465/256287   DOI
58 고현 (2015). 원장의 서번트리더십이 보육교사 임파워먼트와 조직몰입에 미치는 영향. 유아교육연구, 35(1), 5-28. https://doi.org/10.18023/kjece.2015.35.1.001   DOI
59 Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118   DOI