Effects of Organizational Climates on the Self-Efficacy of Practitioners in Continuing Higher Education in Korea

Abstract

Applying a theoretical framework of self-efficacy (Bandura, 1977), we tested a theoretical model that certain practitioner and organizational characteristics (e.g., age, education, training and task experiences, and organizational climate) facilitate general self-efficacy (GSE) and task-specific self-efficacy (TSSE). Our sample included continuing higher education practitioners in Korea (N=244). We found a significant and positive correlation between autonomy and support as well as between GSE and TSSE. The results of the hierarchical multiple-regression analyses showed that although they were minimal, the effects of task experiences on TSSE were statistically significant, whereas there were no significant effects of task experiences on GSE. Thus, TSSE appears to be a task-specific construct that yields meaningful relations with other task-related organizational constructs. The autonomy variable was the most significant determinant for GSE and TSSE. By contrast, participants' training experience failed to emerge as significant determinants on GSE and TSSE. Possible explanations for this pattern of finding are discussed.