2025, Vol., No.

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

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

This study examined how coaching leadership influences job performance through the mediating role of job crafting and the moderating role of leader–member exchange(LMX). Data were collected from 400 Korean employees across diverse industries and analyzed using SPSS 26.0, Process Macro v5.0, JASP 0.18.3, and Mplus 8.10. Results showed that the relationship between coaching leadership and job performance was conditional on LMX. When LMX was low, coaching leadership negatively affected job performance; when LMX was moderate or high, the effect was nonsignificant. The indirect effect through job crafting was also moderated by LMX: it was insignificant or negative at low levels but became positive and significant as LMX increased. This indicates that high-quality leader–member relationships transform coaching behaviors into supportive and motivational signals, promoting proactive job redesign and performance improvement. The findings suggest that coaching leadership is not uniformly effective but depends on relational context. Without mutual trust and respect, coaching behaviors may be misinterpreted as control rather than support. Therefore, organizations should develop both coaching competencies and relational quality to maximize employee engagement, job crafting, and performance.

The purpose of this study is to identify the link in organization development from Kurt Lewin to Oscar Mink and to present Kurt Lewin’s academic genealogy within South Korea. This study identified the academic link connecting Kurt Lewin and Oscar Mink, as well as key scholars situated between these academic connections. Roanld Lippitt’s master’s and doctoral advisors at the University Iowa were Kurt Lewin. Ronald Lippitt co-founded the National Training Laboratories(NTL) with Leland Bradford and Kenneth Benne. Gordon Lippitt worked with both Kurt Lewin and Oscar Mink. Gordon Lippitt worked as Deputy Director under Leland Bradford, the Director of the National Training Laboratories(NTL), and collaborated with various scholars, including his older brother Roanld Lippitt and Kenetth Benne. Oscar Mink completed a postdoctoral internship at the National Training Laboratories(NTL), where he was directly influenced by Roanld Lippitt and Gordon Lippitt and worked alongside Gordon Lippitt. This study examines the academic genealogy of organization development centered on Kurt Lewin through the academic connections between Kurt Lewin and Oscar Mink and the summaries of key scholars between those connections. It is significant as a study to understand the academic genealogy of Kurt Lewin’s organization development.

The purpose of this study was to propose implications for Edutech-based digital inclusion education for students with special needs, focusing on the specialized program operated by the Edutech SoftLab. To this end, a qualitative case study was conducted to analyze in depth the implementation of Edutech pilot programs involving students and teachers from two special schools in Chungbuk Province. Data were collected from lesson plans, instructional objectives, student and teacher reflections, and in-depth interviews with program administrators. Thematic analysis revealed that participation in the Edutech programs enhanced students’ learning motivation, attention, and confidence, particularly through the use of barrier-free devices and multimedia content that incorporated sensory engagement. Teachers observed that Edutech served as a practical tool to reduce learning barriers and promoted inclusive awareness among all school staff. Program administrators emphasized the importance of customized content development, teacher training, and the sustainability of the support system for special education settings. Overall, the findings highlight the potential of Edutech to bridge the digital education gap for students with special needs and to foster a sustainable digital inclusion ecosystem in special education. This study provides practical insights and foundational evidence for strengthening teachers’ digital competencies and advancing inclusive educational practices.