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Background/purpose: The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results: The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test's reliability (Cronbach's [alpha] = 0.856) and validity were confirmed. Conclusion: This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students possess the competency of becoming a leader in learning.

The purpose of this study was to analyze the structural relationships between parent support, career decision self-efficacy, career maturity, and career preparation behaviorfor elementary school students (5th and 6th grade) in Korea and to examine if there are gender differences.A total of 609students of 7 elementary schools in Seoul, Koreawas participated in this research. The collected data were analyzed using a structural equation model. The conclusionsare as follows: First, parent support had significant positive effects on career preparation behavior but affectednegatively career maturity. Second, career decision self-efficacy hada significant effect on career maturity and career preparation behavior for both boys and girls in elementary school.Finally, career decision self-efficacy hada more directand indirect influence on career maturity and career preparation behavior than parent support.

The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows--First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals' transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.

This study aimed to examine the serial multiple mediating effects of play teaching efficacy and support competence on the relationship between early childhood teachers' teaching creativity and teacher-child interactions. A survey was conducted among 333 early childhood teachers working in Seoul and Gyeonggi-do, South Korea. Data were analyzed using PROCESS macro (Model=6). Results revealed the following points. First, play teaching efficacy and play support competence fully mediated the relationship between early childhood teachers' teaching creativity and teacher-child interactions. Second, play teaching efficacy and play support competence had serial multiple mediating effects on the relationship between early childhood teachers' teaching creativity and teacher-child interactions. These findings provide a basis for improving the quality of early childhood teachers' teaching creativity, teacher-child interactions, play teaching efficacy, and play support competence, which may have meaningful practical implications for the implementation of the 2019 revised Nuri curriculum of Korea. [ABSTRACT FROM AUTHOR]

The purpose of this study was to verify the reciprocal longitudinal relationship between career maturity and goal consciousness in Korean adolescents. To achieve this purpose, the longitudinal data of students who were sixth graders in 2012, ninth graders in 2015, and twelfth graders in 2018 were analyzed using an autoregressive cross-lagged model. The results of the analysis are as follows: First, previous career maturity and goal consciousness in adolescents have a continuing effect on subsequent career maturity and goal consciousness. Second, the career maturity significantly influenced the goal consciousness of later adolescents. Third, the goal consciousness significantly influenced subsequent career maturity. This study confirmed the mutual longitudinal effects of the autoregressive cross-lagged model among adolescent career maturity goal consciousness. The results of this study confirmed that career maturity and goal consciousness have a reciprocal longitudinal relationship. These results suggest that career education is needed from the early stage of adolescence. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the hierarchical effects of individual and organizational variables on elementary school teachers' lifelong learning competence. The participants in this study comprised 1,077 teachers in service in 70 public elementary schools in Seoul, Korea. In this study, 70 schools were sampled using multi-stage stratified sampling, and 10 to 20 teachers were randomly selected for each school. The collected data was analyzed using hierarchical linear modeling. There are three major findings. First, gender, lifelong learning experience, learning agility, learning motivation, and positive psychological capital among the individual variables had meaningful positive effects on lifelong learning competence. Second, knowledge sharing among the organizational variables had meaningful influence on lifelong learning competence. Finally, interactions between gender and knowledge sharing and between learning motivation and learning organization culture had statistically meaningful effects. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the structural relationships between the variables of middle-aged unemployed men's career barriers, social support, ego-resilience, job search efficacy and career preparation behavior. To achieve this goal, a sample of men (N = 513) was drawn from data on middle-aged unemployed men at three employment service centers in Seoul and Gyeonggi-do, Korea. The collected data were analyzed using a structural equation model. This study verified that career barriers and social support were possible intervening variables in career preparation, identified that ego-resilience was the most important variable for overcoming career barriers and lack of social support. Programs are needed to help passive middle-aged unemployed men with positive attitudes to look for work in harsh employment environments. If programs aimed at improving ego-resilience and job search efficacy are developed and used in the field at actual training centers and in counseling areas, the men's career preparation behavior would increase. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the lived experience of travellers on the Camino de Santiago in order to find out the pattern of their travel lived experience and the meaning of learning experience. For this purpose, eight Korean travellers were selected for the study; the study was performed using the hermeneutic phenomenological method. The findings are as follows: First, the pattern of lived experience -'the four Existentials, lived time, space, body and human relation'- on the Camino de Santiago was summarized into 'slow and composure', 'meditation and spirituality', 'companionship', and 'the dance of self-mortification through physical pain' in the four existential aspects of time, space, relationship, and body. Second, the lived experience of participants had profound meaning as a learning experience in terms of biographical learning, the theory of autopoiesis, and spiritual learning. [ABSTRACT FROM AUTHOR]

This study examined canonical correlation relationships between multicultural sensitivity and level of multicultural education practice, and multicultural awareness and level of multicultural education practice by primary and middle school teachers in South Korea. Data was collected from 431 teachers in Seoul, Gyunggi, and Jeju. Canonical correlation analysis was used to analyze data with SPSS 18.0 for Windows. We found that teachers with higher interaction enjoyment, interaction confidence, interaction attentiveness, and interaction engagement have a higher level of understanding and resourcefulness; and teachers with higher multicultural understanding, appreciation of foreign culture, anti-bias perception, and perception of the teacher's role have a higher level of application of understanding, level of implementation in class, and level of resource usage. [ABSTRACT FROM AUTHOR]