Job Performance in the Learning Organization: The Mediating Impacts of Self-Efficacy and Work Engagement

Abstract

This study examines the structural relationships among learning-organization culture, self-efficacy, work engagement, and job performance in Korean workforce institutions. The authors also investigated the mediating roles of teachers' self-efficacy and work engagement on the relationship between the learning-organization culture and teachers' job performance. Working with a total of 481 valid surveys from workforce-education teachers at 21 Korean workforce-education schools, structural equation modeling (SEM) and the Sobel test were primarily implemented to examine the hypothesized model and research hypotheses. The results showed the positive impacts of learning-organization culture in Korean workforce institutions on teachers' self-efficacy and work engagement. Teachers' self-efficacy positively affected their work engagement and job performance, and the relationship between work engagement and job performance was statistically significant. Also identified were the mediating roles of self-efficacy and work engagement on the relationships between the learning-organization culture of workforce-education schools and the teachers' job performance.