2024, Vol.8, No.4

The Journal of Education Consulting & Coaching 2023 KCI Impact Factor : 2.05

pISSN : 2586-3886
https://journal.kci.go.kr/kaecc

The purpose of this study is to investigate research trends by conducting an integrative literature review on the relationship between coaching leadership and organizational commitment. The analysis included 40 empirical studies focusing on these two variables, and the key findings are as follows. First, research on the relationship between coaching leadership and organizational commitment began in 2010 and has been actively studied since 2015. Second, the majority of studies targeted teachers as the primary research subjects. Third, among the 40 studies, 24 reported a positive relationship between the two variables, whereas 16 presented inconsistent findings. Fourth, prior studies identified supervisors' emotional intelligence, psychological empowerment, and creativity as antecedent variables, while empowerment and positive psychological capital were identified as mediating variables. Conversely, intention to leave, organizational citizenship behavior, and innovative behavior were presented as outcome variables, but no moderating variables have been identified. This study seeks to comprehensively analyze research trends, the relationship between coaching leadership and organizational commitment, and the associated antecedent, mediating, and outcome variables to offer both theoretical and practical implications.

This study conducted a scoping review of South Korean academic articles published between 2015 and 2024 to analyze the educational needs of care workers and provide direction for future research and practice. Using Arksey and O’Malley’s five-stage methodological framework for scoping reviews, a total of 19 studies were included in the final analysis. The general characteristics of the literature were analyzed based on publication type, yearly distribution, research methods, and study regions. The educational needs of care workers were analyzed based on the content of standardized care worker training textbooks and instructional design models. The annual distribution indicated that 47.4% of studies were conducted between 2015 and 2019, and 52.6% between 2020 and 2024, showing a relatively even spread across the two periods. The most frequently studied educational needs were emergency response and infection control, followed by dementia care, elderly rights and protection, end-of-life care, and the protection of care workers' rights. Educational needs based on instructional design models included studies on the demand for theoretical and practical content that enables real-world application, experienced and specialized instructors with professional expertise, and online education platforms that facilitate repetitive and context-driven learning. Future research is needed to develop and investigate specific, practical educational content tailored to high-priority areas of care workers' educational needs, delivered by experienced instructors, and supported by realistic online training programs.

The purpose of this study was to apply a life skills program to students at risk of drop-out and to verify its effectiveness. The study participants were five high school students participating in alternative education. They participated in the program once a week for 100 minutes for eight weeks. Data collection and analysis were conducted using the Korean Life Skills Scale for Sport (Lim et al., 2019) to compare the average scores before and after the program. And we looked at changes in life skills and academics through in-depth interviews. As a result, the average life skills scores of the research participants were higher after the study than before. Additionally, they reported that setting academic goals in the program and working to achieve them increased their motivation to study and modified their academic attitudes. Ultimately, the life skills program promotes the development of internal resources and capabilities of students at risk of drop-out. It is also worth utilizing as a program to help them adapt to and continue their studies.