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Relationship-Oriented Organizational Culture and Educational Community-Building Competence of Early Childhood Teachers in Korea: The Mediating Role of Teacher Empowerment

정계숙|차지량|KIMMINA
한국유아교육학회 (The Korean Society For Early Childhood Education)|2019.06|International Journal of Early Childhood Education|제25권 제1호|pp. 1-18|DOI 10.18023/ijece.2019.25.1.001

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키워드

조직문화유아교사organizational culture교사 임파워먼트early childhood teachersteacher empowermenteducational community-building competence교육공동체 구현역량
주제분류교육학

초록

Korea is facing a turbulent situation of educational reform in which distrust and conflict among members of the educational community are rising, but a demand exists to transform the school into an educational community that can realize authentic education based on care, cooperation, communication, and respect among members. This study aimed to investigate the association among the relationship-oriented organizational culture of early childhood education institutions, teachers’ psychological empowerment, and teachers’ competence in building an educational community. We surveyed 346 early childhood teachers in Korea, and found that the relationship-oriented organizational culture better predicted competence in educational community building in combination with psychological empowerment. Further, the influence of psychological empowerment differed depending on specific competences. The findings suggest that, in order to build teachers’ competency in building an educational community, teacher training programs should be geared towards the relationship-oriented organizational culture and the specific competence of the individual.

Abstract

Korea is facing a turbulent situation of educational reform in which distrust and conflict among members of the educational community are rising, but a demand exists to transform the school into an educational community that can realize authentic education based on care, cooperation, communication, and respect among members. This study aimed to investigate the association among the relationship-oriented organizational culture of early childhood education institutions, teachers’ psychological empowerment, and teachers’ competence in building an educational community. We surveyed 346 early childhood teachers in Korea, and found that the relationship-oriented organizational culture better predicted competence in educational community building in combination with psychological empowerment. Further, the influence of psychological empowerment differed depending on specific competences. The findings suggest that, in order to build teachers’ competency in building an educational community, teacher training programs should be geared towards the relationship-oriented organizational culture and the specific competence of the individual.

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