KJCKorea
Journal Central

This study aims to investigate the effect of leader-member exchange on innovative work behavior among sports coaches and to examine the mediating effects of employee engagement and career commitment in this process. To this end, a survey of 288 sports coaches in Korea was conducted, and structural equation modeling was used to test the research hypotheses. Analysis revealed that LMX had a positive and significant effect on both employee engagement and career commitment, but not on innovative work behavior. Furthermore, employee engagement significantly influenced both career commitment and innovative work behavior. Additionally, career commitment significantly influenced innovative work behavior. Finally, employee engagement and career commitment mediated the relationship between LMX and innovative work behavior. These findings suggest that a high-quality exchange relationship with supervisors functions as a social job resource, promoting leaders' psychological engagement. When employee engagement transitions to career commitment, innovative work behavior is activated. This study provides both academic and practical implications by integrating the JD-R model and social exchange theory to empirically elucidate the psychosocial mechanisms of innovative work behavior in a sports organization context.

This study explored the patterns and qualitative differences in freshmen's perceptions based on the types of creative thinking tools used in a Project-Based Learning (PjBL) context. The data consisted of written outputs generated by 36 freshmen enrolled in a PjBL-based liberal arts course at a university in Gyeonggi-do, Korea, utilizing Reverse Brainstorming and the 5 Whys technique. Following Braun and Clarke's (2006) thematic analysis procedure, 56 codes were inductively identified, resulting in three major themes and six sub-themes. The findings are as follows: First, freshmen's perceptions were manifested across multiple layers, ranging from behavioral regulation to psychological dimensions and institutional contexts. Second, the depth and direction of learner perception varied significantly depending on the thinking tool employed. Third, PjBL learning artifacts were found to function as diagnostic data for student support, suggesting a pathway to organically integrate classroom instruction with student coaching and non-curricular support systems. This study holds both academic and practical significance by demonstrating that process-level data generated in PjBL contexts can serve as qualitative evidence for understanding learners and informing coaching interventions.

The purpose of the study was to analyze local teachers’ perceptions of TPACK competencies related to EduTech utilization, identify their educational needs, and provide implications for effectively supporting AI-powered EduTech teaching and learning in regional educational settings. A TPACK survey was conducted with teachers in Chungcheongbuk-do, South Korea, and the data were analyzed using independent samples t-tests, ANOVA, and IPA. The results showed that teachers perceived their competencies in the order of TPACK, TPK, TCK, and TK. Significant differences were found only in Technological Knowledge (TK), with male teachers and those with more than 16 years of teaching experience reporting higher TK. IPA indicated that TPACK2 and TPACK3 should be prioritized for improvement, while TK and TPACK1 were identified as low-priority areas and TPK and TCK as possible overinvestment areas. These findings provide practical implications for designing policies and professional development programs to strengthen local teachers' AI-powered EduTech competencies and support effective EduTech integration in regional educational settings.