2025, Vol.9, No.3

The Journal of Education Consulting & Coaching 2024 KCI Impact Factor : 2.12

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

The purpose of this study is to examine the impact of coaching leadership on job performance by considering the mediating role of employees’ metacognition and the moderating role of growth mindset. To achieve this, a survey was administered to employees of domestic firms with more than 300 employees, and a total of 360 valid responses were analyzed. The results revealed several key findings. First, coaching leadership exerted a direct and negative influence on job performance, suggesting that its effectiveness may vary depending on organizational culture, employee readiness, and the authenticity of leaders’ implementation. Second, employees’ metacognition played a significant mediating role in the relationship between coaching leadership and job performance. Third, growth mindset moderated the relationship between metacognition and job performance, and the conditional indirect effect was also confirmed. This study contributes to the theoretical advancement of coaching leadership research by empirically validating the interrelationships among coaching leadership, metacognition, and growth mindset. At the same time, it provides practical insights applicable to organizational contexts. In particular, the findings underscore the importance of cognitive and psychological factors in explaining leadership effectiveness. Furthermore, by acknowledging its limitations, this study offers both academic and practical implications and suggests directions for future research.

The purpose of this study is to analyze the effects of Generative AI application in AI Edutech major classes at universities and suggest implications for higher education. A preliminary survey on usage patterns, a pre-post analysis of knowledge, attitudes, and competencies, and a survey of opinions on learning guidelines were conducted. Quantitative data were analyzed using t-tests, and qualitative data were repeatedly compared. The results showed. First, despite the fact that many students had no prior learning experience in AI in the preliminary survey, Generative AI such as ChatGPT are frequently used for learning, and the proportion of individual AI ethics standards has increased significantly after class. Second, as a result of the Pre-Post analysis, knowledge, attitudes, and competencies of Generative AI improved overall, and the difference was statistically significant in the group with prior learning experience and the upper grade by group. Third, students responded that clear guidelines were needed when using Generative AI learning. Fourth, students recognized the educational availability of AI and the connection between majors and careers, and their ethical consciousness, critical thinking, and efficient utilization capabilities improved after class. This study demonstrates that Generative AI-based classes can enhance learners’ competencies and ethical reflections, providing a basis for effective instructional design and AI education policy in higher education.

This study aims to explore the facilitation experiences and meanings of community education activists. For this purpose, 13 activists who had completed facilitation training and had at least three years of experience in community education were selected through a purposive sampling method. Data were collected through in-depth interviews and analyzed using a continuous comparison method. Analysis revealed that community education activists participated in facilitation training out of a desire for values beyond teaching, and that they realized the need to transcend the limitations of their thinking. Community educators recognized the need for embodied facilitation to apply it to their educational activities. Through trial and error, they developed their own methods, and through continuous practice, they rediscovered themselves and utilized it as a mechanism for professional growth. The research results confirmed that facilitation not only fosters individual change, but also serves as a mechanism for community solidarity and public opinion formation. The facilitation of community educators signifies the reproduction of the joy of collaboration into active solidarity. The results of this study are significant in that facilitation provides a foundation for dynamic practices that foster a shift in the mindset of community educators and bring about community change and growth.