일학습병행 기업현장교사의 직무자율성, 자기효능감, 학습민첩성, 잡 크래프팅 간의 구조적 관계

The Structural Relationships between Job Autonomy, Self-efficacy, Learning Agility, and Job Crafting of Workplace Trainers in the Work and Learning Dual System

이 연구의 목적은 일학습병행에 참여하는 기업현장교사의 직무자율성, 자기효능감, 학습민첩성, 잡 크래프팅 간의 구조적 관계를 분석하는 것이다. 본 연구의대상은 전국의 일학습병행 참여 기업에 재직 중인 223명의 기업현장교사이며, 수집된 자료는 기술통계 및 구조회귀모델링 등을 이용하여 분석하였다. 본 연구의결과는 다음과 같다. 첫째, 일학습병행에 참여하는 기업현장교사의 직무자율성은잡 크래프팅에 유의한 직접적인 영향을 미치지 않았다. 그러나 자기효능감과 학습민첩성은 잡 크래프팅에 유의한 직접적인 영향을 미쳤다. 또한, 직무자율성과자기효능감은 학습민첩성에 직접적인 영향을 미쳤다. 둘째, 기업현장교사의 직무자율성과 자기효능감은 학습민첩성을 매개로 하여 잡 크래프팅에 간접적인 영향을 미쳤다.

The purpose of this study was to investigate the structural relationship between job autonomy, self-efficacy, learning agility, and job crafting of workplace trainers who participated in a work and learning dual system. The subjects of this study are 223 workplace trainers serving at work and learning dual system participating companies across the country. The analysis of the collected data was conducted using structural equation modeling. The results of this study are as follows. First, the job autonomy of workplace trainers at companies participating in a work and learning dual system has not had a significant direct impact on job crafting. However, self-efficacy and learning agility have been shown to have a significant direct effect on job crafting. It was also confirmed that job autonomy and self-efficacy had a direct impact on learning agility. Second, job autonomy and self-efficacy of workplace trainers have been shown to have an indirect effect on job crafting through learning agility as acuity.