In this we discuss the effects of Korean language instructors’self-efficacy on their job satisfaction especially in Jeollabuk-do Province, and try to find ways to improve both their self-efficacy and job satisfaction after verifying the influe...
In this we discuss the effects of Korean language instructors’self-efficacy on their job satisfaction especially in Jeollabuk-do Province, and try to find ways to improve both their self-efficacy and job satisfaction after verifying the influencing factors between them.
In the survey questionnaire, the self-efficacy’s under factors are ‘self-confidence’, ‘self-control efficacy’, and ‘task difficulty preference’, and the job satisfaction’s under factors are ‘job-itself’, ‘working environment and supports’, ‘payback system’, ‘relationship’, ‘institutional awareness’, ‘social recognition’.
The summary of the result is as follows.
First, in general, the higher the self-efficacy index is, the greater the self-efficacy. ‘Self-control efficacy’ scored the highest 4.21 in average. ‘Self-confidence’ was 4.13 and ‘task difficulty preference’ was 3.41. The average for the whole questionnaire of 23 listings was 3.91.
Second, in general, the higher job satisfaction index is, the greater the job satisfaction. ‘Job itself’ scored the highest 4.51 in average. ‘Relationship’ was 4.27, ‘social recognition’ 4.16, ‘institutional awareness’, 3.94, ‘working environment and supports’ 3.91, and ‘payback system’ 3.64. The average for the whole questionnaire of 34 listings was 4.09, which showed the positive attitudes of the subjects, Korean language instructors.
The reason that the average scores of both the self-efficacy(3.91) and the job satisfaction(4.09) were relatively high seems to indicate that the subjects have fulfilled certain qualifications to be the instructors, and that they value their service and its meaning above economic motives.
Third, the analysis of Korean language instructors’ self-efficacy based on the background variables revealed statistically meaningful differences for those who with experience as Korean language instructors. The subject shaving served more than three years as Korean language instructors showed higher self-efficacies. Those who at the age of 40’s, with postgraduate education or higher, professional reinforcing training experience, and more than 10 years’ education also showed higher self-efficacies. Among the under factors of the self-efficacy, ‘self-confidence’appeared to be statistically different for those who with Korean language instructor experience.
Fourth, the analysis of Korean language instructors’ job satisfaction based on the background variables revealed statistically meaningful differences depending on whether or not they have taken training courses. Job satisfaction ratings were higher among those who were at old ages, with high level education, with professional reinforcing training experience, with lots of teaching experience in any field, and/or servicing in rural areas rather than urban. This result is similar to that of the self-efficacy. Among the under factors of the job satisfaction, ‘working environment and supports’, ‘payback system’, ‘relationship’, ‘institutional awareness’, and ‘social recognition’ appeared to statistically meaningful.
Fifth, There exists meaningful correlations between the under factors of self-efficacy and those of job satisfaction so that the higher the self-efficacy was, the greater the job satisfaction.
Sixth, the analysis of how the self-efficacy of Korean language instructors affects their job satisfaction revealed ‘self-control efficacy’, an under factor of the self-efficacy, had statistically meaningful influence on it. The influence of under factors of the job satisfaction on the self-efficacy showed that ‘job itself’, ‘payback system’, and ‘social recognition’ appeared to affect self-control efficacy.
As the above results show, we come to know the conditions where Korean language instructors best exhibit their capacities. Those conditions were age at their 40’s, lots of teaching experience in various fields and so on, which improved both self-efficacy and job satisfaction. However, as it passes 4 years of service for the instructors, both their self-efficacy and job satisfaction were lowered like a mannerism trait. Such a result indicates the necessity of specific supplementary training to enhance their self-efficacy. Since the self-efficacy has higher effects on job satisfaction more than any other variables, improving it requires the solution for their effective teaching which should be approached by various methods such as education, encouraging environment, and supervision
Based on the findings of this study, we suggest that
In order to improve the self-efficacy and job satisfaction of Korean language instructors, it is necessary to improve satisfaction for the job itself. They should develop the ability to adjust teaching methods according to the Korean language proficiency levels of married immigrant women. The Korean language instructor training courses should involve from the elementary to the advanced for the immigrants. In addition, because they are not just instructors but also mentors, it is necessary to strengthen their ability as advisors and advocates.
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