• The Journal of the Korea Contents Association
• /
• v.14 no.12
• /
• pp.895-903
• /
• 2014

Medical communication has the effect of increasing the patient's medical treatment satisfaction and medical facility revisit rate through better understanding of the patient, and decreasing the medical law suit rate. One of the methods to enhance medical communication is through doctor coaching. Doctor coaching is a series of coaching procedure that helps the doctors have a better understanding with the patients by enhancing the communication skills of the doctors. The current study analyzed the effect 'coach and coatee's relationship', 'coaching per se', and 'coaching activity' have on coaching satisfaction. As the result, 'coaching activity' related to the coaching program showed the most influence on the coaching satisfaction On the other hand, 'coach and coatee's relationship' and 'coaching per se' did not show any significant influence while 'coach and coatees relationship' even showed negative correlations. Such result gained agreement amongst the doctors about the medical communication enhancement and necessity of doctor coaching and it also implies that intensifying the coaching qualifications and professionalism is necessary for the doctor coaching model. The coach should not only have knowledge regarding the doctor(medical??) communication, but also should endeavor to obtain understanding and knowledge about coaching strategies.

• Journal of Digital Convergence
• /
• v.16 no.2
• /
• pp.261-267
• /
• 2018

This investigated 205 dental personnel in Daegu and Gyeongsangbuk-do to find out the effects of Dental Hygienist(Nurse's Aide)'s coaching leadership on job satisfaction, motivational self-concept and quality of life. the entire average of coaching leadership was 2.67 On 5 point scale, development coaching 2.61, relationship coaching 2.61. "my boss fully provides me with training opportunities for my development' had the lowest 2.50. As for coaching leadership according to general characteristics, had the highest average those aged of 20-25years old, work experience of 1-5years, single, salary less than 20 million, female immediate superior, immediate superior aged 20-30years old, position of immediate superior is team head, senior dental hygienists(p<.05). The three criteria had positive correlation with coaching leadership(p<.05). Therefore, Right coaching leadership increases job satisfaction, improves motivational self-concept for increasing individual development, raises quality of life.

• Korean Journal of Child Education & Care
• /
• v.18 no.2
• /
• pp.183-202
• /
• 2018

The purpose of this study was to examine structural relationships among directors' coaching leadership, organizational culture, early childhood teachers' empowerment, teacher-efficacy and job satisfaction. The data were collected from 575 early childhood teachers and analyzed with Pearson's correlation and structural equation modelling analysis. The results were as follows: first, directors' coaching leadership was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through organizational culture, teachers'empowerment and teacher-efficacy. Second, organizational culture was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through teacher-efficacy. Third, early childhood teachers' empowerment was found to have a direct effect on job satisfaction and an indirect effect through teacher-efficacy. Fourth, teachers' teacher efficacy was found to have a direct effect on job satisfaction. Additionally, directors'coaching leadership was found to be the most important variable predicting early childhood teachers' job satisfaction. These results suggest that improving directors'coaching readership, organizational culture, teachers' empowerment, teacher-efficacy could help facilitate early childhood teachers'job satisfaction.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.2
• /
• pp.139-143
• /
• 2020

Purpose: This study was conducted to examine the effects of a strength coaching program on nursing students' clinical competence, self esteem, and practice satisfaction. The study was designed using a nonequivalent control group pretest-post test design, and data were collected between January 7 and February 1, 2019. The participants consisted of 41, 3-year nursing students in G City who were assigned to an experimental group (n=21) or a control group (n=20). The data were analyzed using descriptive analysis, a t-test, χ² test, and paired t-test with the SPSS/WIN 21.0 program. After receiving the strength coaching program, a difference was observed in self esteem(t=5.53, p<0.038), and practice satisfaction (t=7.66, p<0.019) of the experimental group. The results of this study indicate that the strength coaching program was effective at increasing self esteem and practice satisfaction in nursing students.

• The Korean Journal of Coaching Psychology
• /
• v.6 no.1
• /
• pp.33-55
• /
• 2022

This study examined the effects of 1:1 online coaching for college students on self-directed learning, learning motivation and time management. The coaching program consisted of motivation, behavior and cognitive control, which are sub-factors of self-directed learning. Total of 7 sessions(80 minutes per session) were progressed. Seven participants who wanted coaching, out of the total 16 participants, were assigned to the experimental group. A non-equal control group experimental design was applied. Dependent variables were measured by questionnaire before and after the coaching, and satisfaction survey and post-interview were also conducted after the coaching. ANCOVA was adopted to test the effectiveness of the program. The statistical results indicated that the learning coaching of this study has positive effect on self-directed learning and learning motivation of university students, and has partially positive effect on time management. In addition, the mean of satisfaction survey was 4.85 and participants showed positive responses on the program.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.10
• /
• pp.6102-6113
• /
• 2014

This is an empirical study of the factors impacting on supervisee's satisfaction on coaching and supervision in Korea. The study set four independent variables (supervisor, supervisee, contents, and organization), a moderator variable (relationship between the supervisor and supervisee) and a dependent variable (supervision satisfaction) based on the theoretical background on supervision. The data was collected from a survey of 112 certified coaches who had experienced supervision. As a results of the hypotheses tests, the supervisor and organization factors affected the supervision satisfaction. The relationship between the supervisor and supervisee moderates the impact of the supervisor and supervisee on the supervision satisfaction. They reported that the effectiveness of the coaching supervision in Korea was strongly dependent on the supervisors. These results were attributed to the short history of the coaching supervision and the lack of experience related to it. They also suggested that a great deal of research on coaching supervision will be needed to develop a clear identity/framework of coaching supervisor and its methods.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.347-358
• /
• 2023

This study attempted a convergence approach of family therapy and family coaching as the importance of convergence application of counseling and coaching has rapidly spread around the academic and clinical world with one individual client around the world since the 2000s. For this, based on previous domestic and foreign literature studies, coaching techniques that can increase clinical satisfaction and effectiveness by combining with coaching among the main theories of family therapy were presented. This researcher examined whether family therapy can be applied convergently with family coaching, and what benefits are available when the main theories of family therapy are combined with coaching in the clinical field. For this purpose, double binding and communication coaching, pseudo-mutuality and true rapport, marital schism and conflict mediation, differentiation and dissociation were compared and analyzed. Based on this study, it is hoped that a convergence approach of family therapy and family coaching will be attempted in the field of counseling and psychotherapy, and through this, it will contribute to establishing a new clinical treatment model and academic establishment of family coaching.

• Journal of Digital Convergence
• /
• v.14 no.12
• /
• pp.625-632
• /
• 2016

The purpose of this study is to verify the effect of group counseling program through emotion coaching on the subjective well-being and interpersonal relationship of university students. The study subjects were 24 students at J university, and 12 students were assigned to experimental group and control group respectively. The emotion coaching group counseling program was conducted for two hours, once a week, ten times in all. The subjective well-being and interpersonal relationship test was conducted before and after the test, and the degree of effectiveness was examined through covariance analysis. As a result of the study, the group counseling program of emotional coaching showed meaningful results in subjective well-being and sub-factors such as life satisfaction and positive emotion. In addition, significant differences were found in communication, openness, and sensitivity among sub-factors of interpersonal relationship. The results of this study were as followed. First, the emotional coaching group counseling program improves subjective well-being by improving life satisfaction and positive emotion, and it was proved that it improves the communication in interpersonal relationship, and helps others to understand and openly communicate.

• Journal of the Korea Convergence Society
• /
• v.8 no.7
• /
• pp.63-73
• /
• 2017

The purpose of this convergence study is to confirm the effects of nurses' coaching behavior level and emotional intelligence on organizational effectiveness. Subjects of study were 182 nurse in four general hospitals and they answer self-report questionnaire between March 2nd to March twenty three 2017. and date analyzed using the SPSS/WIN 21.0 program. As a result, coaching behavior level $3.28{\pm}0.42point$, Emotional Intelligence $3.27{\pm}0.45point$ and Organizational commitment $2.89{\pm}0.52point$, Job satisfaction $2.94{\pm}0.53point$, Turnover intention $3.24{\pm}0.56point$ among organizational effectiveness. Organizational commitment was positively correlated with coaching behavior level and emotional intelligence, significantly affecting Convergence Factors on organizational effectiveness were analysed into Experience preceptor(${\beta}=.25$, p=.001), Nursing satisfaction(${\beta}=.26$, p<.001), Coaching behavior level(${\beta}=.26$, p<.001) and the explanation ability was 25%. In order to enhance organizational commitment of nurse, the characteristics of the job is satisfied and if there is an intervention program that improve the level of coaching behavior, it is expected the effectiveness of the organization will be enhanced.

• The Korean Journal of Coaching Psychology
• /
• v.7 no.2
• /
• pp.47-74
• /
• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.