This study is to examine the mediating effect of Social work Accessibility in the relationships that lifelong education teachers' Self-Directed Learning Ability influences to Career Commitment.
So, the purposes of this study are like this. First, ...
This study is to examine the mediating effect of Social work Accessibility in the relationships that lifelong education teachers' Self-Directed Learning Ability influences to Career Commitment.
So, the purposes of this study are like this. First, measure the recognition level about lifelong education teachers' Self-Directed Learning Ability, Career Commitment and Social work Accessibility, second, check the relationships of lifelong education teachers' Self-Directed Learning Ability, Career Commitment and Social work Accessibility, and through this, verify the mediating effect of Social work Accessibility in the relationships of lifelong education teachers' Self-Directed Learning Ability and Career Commitment.
Through this study, find out the influence factors that are concerned individual's Career Commitment in Self-Directed Learning Ability theoretically, suggest the implications that contribute to Career Commitment that is lifelong education teacher's individual demand and improvement of Social work Accessibility practically.
In doing so, this survey used 'Social work Accessibility Inventory'(Hatala, 2008), 'Self-Directed Learning Ability Inventory: SDLAI' (Bae & Lee, 2010), and 'Career Commitment Inventory'(Balu, 1989).
A survey was conducted with the lecturers who teaches in lifelong education institutes in Incheon, lasting from April 8th to 19th, 2013. using the methods of percentage sampling of institution type and administrative districts concretely.
The target for this study was 390 life-long education teachers, and 376 final data excluding 14 insincere and missing value ones, were used for analysis. For statistical processing of the collected data form this survey, the statistical package application SPSS 15.0 and AMO 7.0 were used.
First, to check the characteristics of lifelong education teachers' demography, frequency analysis was accomplished.
Second, to verify the measurement tool's validity of lifelong education teachers' Social work Accessibility, Self-Directed Learning Ability, Career Commitment, Confirmatory Factor Analysis and Pearson's Product-Moment Correlation Analysis were accomplished and produced Reliability Coefficient(Cronbach'α).
Third, to comprehend lifelong education teachers' Social work Accessibility, Self-Directed Learning Ability level and Career Commitment level and to verify group's differences, descriptive statistic analysis, One-way Analysis of Variance, post verification using Scheffe were accomplished.
Fourth, to know cross correlation among factors in lifelong education teachers' Social work Accessibility, Self-Directed Learning Ability level and Career Commitment, Pearson's Product-Moment Correlation Analysis was accomplished.
Fifth, to verify the influences that lifelong education teachers' Self-Directed Learning Ability affects Career Commitment based on the mediator effect of Social work Accessibility, structural equation was analyzed.
The results of this study are as follows:
First, as the result of analysis about lifelong education teachers' Self-Directed Learning Ability, Social work Accessibility and recognition level of Career Commitment, the first was Social work Accessibility, the second was Self-Directed Learning Ability, the last was Career Commitment in the level of gender recognition, and male group's recognition is higher than female's one. As the result of analysis about age categories recognition level, the first was 'Social work Accessibility', the second was 'Self-Directed Learning Ability', the last was 'Career Commitment' and the recognition of age group more than 50 is higher than the age group below 40, 40 to 50. As the result of analysis about the highest level of education recognition level, the first was 'Social work Accessibility', the second was 'Self-Directed Learning Ability', the last was 'Career Commitment' and graduate school members' recognition is higher than others. As the result of analysis about career of lecture, the first was 'Social work Accessibility', the second was 'Self-Directed Learning Ability', the last was 'Career Commitment' and the group's recognition more than 10 years is higher than the group 5 to 10.
Second, as the result of correlations to find out relation degree among lifelong education teachers' Social work Accessibility, Self-Directed Learning Ability and Career Commitment, all they have static correlations. As the result of analysis about the correlations of Self-Directed Learning Ability factors, Social work Accessibility and lower factors of Career Commitment, have meaning static correlations with all lower factors statically. As the result of analysis about Career Commitment factors, Social work Accessibility and the correlations of Self-Directed Learning Ability lover factors, have a static correlations in the relationship of all lower factors.
Third, Self-Directed Learning Ability take effects to Social work Accessibility directly, also to Career Commitment directly and indirectly.
Not only Social work Accessibility influences to Career Commitment directly, but also Self-Directed Learning Ability influences to Career Commitment indirectly carried by Social work Accessibility.
As the result of verifying the mediating effect of Social work Accessibility in the relationships that lifelong education teachers' Self-Directed Learning Ability influences to Career Commitment, Part Mediation Model was supported as research model. Self-Directed Learning Ability and Social work Accessibility influences to Career Commitment directly, Self-Directed Learning Ability influences to Career Commitment mediating Social work Accessibility indirectly. So Given those results of the study, there were several implications and significances on relationship among lifelong education teachers' Self-Directed Learning Ability, Career Commitment and Social work Accessibility.
First, Preceding research considered overall the relationships of lifelong education teachers' Self-Directed Learning Ability level, Career Commitment level and Social work Accessibility level, and through this, not only Self-Directed Learning Ability and Social work Accessibility influences to Career Commitment, but also analyze the Self-Directed Learning Ability influences to Career Commitment mediating Social work Accessibility, clarifying complex relations among factors.
Second, lifelong education teachers' Self-Directed Learning Ability development must be preceded to promote qualitative improvement of lifelong education through lifelong education teachers' Self-Directed Learning Ability, and bring up the necessity of network formations about diverse human network, organizations and application of informations for lifelong education teachers' proper and prompt learning activities.
In brief, Llifelong education teachers take part in learning activities with interest and confidence through Self-Directed Learning Ability, construct learning environment and manage learning course personally, improve the ability to assess the learning results, contribute to qualificative improvement of lifelong education through lifelong education teachers' qualificative improvement.
Based on the conclusions of this study, suggest some proposals for the follow-up study that will be conducted.
First, the target of this study was lifelong education teacher in Incheon, so, needed to expand study target to nationwide at hereafter research and needed to study design like the change of check time about measurement target factors or diversity of response sources.
Second, as the survey items that were used to measure the Career Commitment were used in foreign literature, it may not be adequate in nation situations and required the development of adequate measurement tools in nationwide for the measure of Career Commitment.
Third, the factors that influences to Career Commitment of members exists diverse factors besides Self-Directed Learning Ability.
So, a research of diverse factors is needed besides Self-Directed Learning Ability.
Based on this, the bases of lifelong education teachers' Self-Directed Learning Ability will be created.
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