The mediating effect of occupational self-efficacy on the relationship between employment relationship characteristics and organizational commitment of lifelong educator

This study examined lifelong educators’ awareness of employment relationship characteristics (ERC), occupational self-efficacy (OSE), and organizational commitment (OC), and analyzes the influential and mediating relationships among these variables. An online survey was conducted with lifelong educators working in lifelong education institutions (N = 271), and the data were analyzed using t-tests, ANOVA, and regression analysis. The results are as follows. First, regular workers and those employed in larger organizations reported significantly higher levels of ERC, OSE, and OC. By institution type, educators in administrative agencies showed the lowest levels of ERC and OC, whereas those in remote educational institutions and Lifelong Education Promotion agencies reported relatively higher awareness. Second, ERC had a positive effect on OC, with participation opportunities, compensation fairness, and employment security emerging as significant predictors. ERC also positively influenced OSE, particularly through colleagueship, growth opportunities, and employment security, and OSE in turn had a positive effect on OC. Third, OSE was found to partially mediate the relationship between ERC and OC. These findings indicate that enhancing organizational commitment among lifelong educators requires not only strengthening organizational support but also fostering educators’ professional confidence. In particular, employment security, fair compensation, supportive colleagueship, and opportunities for growth and participation should be prioritized, alongside efforts to promote the internalization of organizational goals and values, given the relatively low level of normative commitment.