Earticle

본 연구는 초등 예비교사의 대푯값에 대한 내용 지식을 심층적으로 진단하는 데 목적을 둔다. 이를 위해 수도권 교육대학교 2학년 98명을 대상으로, 개념적 지식과 절차적 지식을 구분하고 다양한 데이터 맥락을 반영한 서술형 설문을 실시하였다. 연구 결과, 예비교사들은 대푯값 계산의 절차적 측면에는 능숙했으나, 개념적 이해 는 절차적 정의를 암기하는 수준에 머무르는 등 파편화된 지식 구조를 보였다. 특 히 이상치가 포함되거나 범주형 자료를 다루는 비정형적 상황에서 개념적 취약성 이 두드러졌다. 이러한 결과는 예비교사 교육에서 학교급 간 연계성을 고려한 교육 자료 개발, 교육과정 문해력 제고, 그리고 개념적 지식과 절차적 지식의 유기적 연 결을 돕는 교수학적 전략이 필요함을 시사한다.

This study aims to conduct an in-depth diagnosis of pre-service elementary teachers’ content knowledge of representative values. For this purpose, a descriptive survey, designed to differentiate between conceptual and procedural knowledge and reflect various data contexts, was administered to 98 sophomore students at a university of education in the Seoul metropolitan area. The findings revealed that while the pre-service teachers were proficient in the procedural aspects of calculating representative values, their conceptual understanding remained at the level of memorizing procedural definitions, showing a fragmented knowledge structure. This conceptual vulnerability was particularly evident in atypical situations involving outliers or categorical data. These results suggest a need in pre-service teacher education for the development of educational materials that consider the linkage between school levels, the enhancement of curriculum literacy, and pedagogical strategies that help organically connect conceptual and procedural knowledge.

This study examined the effects of three different types of corrective feedback (CF) on the acquisition of declarative/procedural knowledge of the English past tense in a foreign language (FL) classroom setting. The participants comprised Japanese university students, and five classes were assigned to recasts, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks designed to elicit past-tense forms and received CF. The task-only group performed the tasks without any CF, while the test control group completed pretests and posttests only. Participants’ declarative and procedural knowledge of the past tense was measured at the pretest, immediate posttest, and delayed posttest. The results generally showed that recasts and explicit correction were effective for the development of declarative knowledge of the structures, while metalinguistic prompts were beneficial for the development of procedural knowledge. Thus, metalinguistic prompts would be one of the best types of feedback to provide in an FL classroom setting to help learners develop procedural knowledge of past-tense forms. However, to effectively develop their declarative knowledge of past-tense forms, recasts and explicit correction should also be provided.

Drawing upon Schmidt’s (1990, 1993, 1995) claim that attention to form is necessary for acquisition, this study examines how NS-initiated negotiation draws attention to and facilitates acquisition effectively. The study compares two types of negotiation indicators (i.e., clarification requests and recasts) in terms of their effects on attention and acquisition of English question forms in connection with NNSs’ proficiency level. Data from an experiment where 31 Korean college NNSs engaged in information-gap tasks with NSs were analyzed. Results revealed that clarification requests were more effective in drawing attention while recasts were more beneficial in acquisition. This is ascribed to different characteristics of the indicator types and shows that the provision of correctly reformulated form is a key condition for enhancing negotiation’s effects. It was also found that clarification requests’ effects were not related to NNSs’ proficiency level while recasts induced more attention with high level NNSs and facilitated acquisition better with low level ones. It is suggested that indicator type and NNSs’ level be considered in utilizing NS-initiated negotiation as an effective acquisition device. This study implies that the workings of NS-initiated negotiation may be constrained by various factors connected with both learners and interaction they are involved in.

Implicit trait policy (ITP) theory argues that the relationship between personality and behavior is mediated by implicit trait policy, or effectiveness beliefs that people hold about trait-expressive behaviors in social situations. Also, ITP theory argues that personality affects ITPs, such that people are likely to hold stronger effectiveness beliefs about behaviors that express their own personality than behaviors that do not. The current study applied the ITP theory perspectives explained above in the context of feedback delivery in organizational settings to test the hypothesis that supervisor agreeableness is related to prosocial feedback (e.g., showing empathy and kindness in providing performance feedback) through its relationship with effectiveness beliefs about prosocial behavior at work (i.e., prosocial ITP). Based on the data that were collected from a sample of supervisors (N = 248), we found that supervisor agreeableness was related to prosocial feedback delivery only through its relationship with prosocial ITP.

This article analyzes how the procedural knowledge and historical skills are reflected in the 2015 national curriculum of history. In addition, it suggests how to improve the curriculum document system to realize the education of the procedural knowledge and historical skills. The necessity of learning about the procedural knowledge and historical skills is stated explicitly in the 'subject competencies', 'objectives' and ‘directions of teaching & learning and evaluation', but it is not stated clearly in the ‘content structure and achievement standards of history’. Therefore, it is considered to create the procedural knowledge & historical skills as a separate achievement standard that distinguish content achievement standards of history.

본 연구는 LMX 차별화가 절차공정성과 상호작용공정성을 거쳐서 지식공유행동에 영향을 미칠 것이며, 이러한 간접경로를 형평성 민감도가 조절하여 민감할수록(즉, 독점형) LMX 차별화와 공정성 간 관계가 강화될 것으로 예상하였다. 가설 검정을 위해 상사 및 동료와 함께 근무하는 전일제 직장인을 대상으로 일회의 설문조사를 시행하였고, 총 300명의 응답을 통계분석에 사용하였다. 연구 결과, LMX 차별화는 지식공유행동과 유의한 부적 관계가 있었다. 또한 LMX 차별화와 공정성 간 부적 관계는 독점형일수록 강화되는 상승적 조절효과가 나타났다. 나아가 형평성 민감도의 조절효과는 LMX 차별화가 상호작용공정성을 통해 지식공유행동에 영향을 미치는 간접경로를 강화하는 조절된 매개효과로 이어졌다. 반면, LMX 차별화가 절차공정성을 통해 지식공유행동에 영향을 미치는 간접경로에서는 조절된 매개효과가 관찰되지 않았으나, 절차공정성과 상호작용공정성이 동시에 투입된 병렬 매개모형이 아닌 각각 투입한 모형에서는 절차공정성을 통해 지식공유행동에 영향을 미치는 간접경로에서도 형평성 민감도의 조절된 매개효과가 관찰되었다. 이러한 결과에 근거하여 연구의 학문적 및 실무적 함의를 제시하였다.

This study tested a moderated mediation model whether employees with higher equity sensitivity (i.e., the entitled) would strengthen the indirect paths from leader-member exchange differentiation (LMXD) to knowledge sharing (KSB) via procedural and interactional justice compared to lower equity sensitivity (i.e., the benevolent). To test our hypotheses, a survey was conducted on 300 South Korean employees working with colleagues under the same direct supervisor. The results implicated that LMXD was negatively related to KSB. Moreover, the relationships of LMXD with procedural and interactional justice were stronger for entitled employees than benevolent employees. Furthermore, equity sensitivity strengthened the indirect path from LMXD to KSB via interactional justice in the parallel mediation model where both procedural and interactional justice were simultaneously input, whereas equity sensitivity did not change the indirect path from LMXD to KSB via procedural justice. However, when procedural and interactional justice were input separately, equity sensitivity also strengthened the indirect path from LMXD to KSB via procedural justice. Based on these research findings, implications of this study were discussed along with suggestions for future research.

이 논문에서 연구자는 중학생들의 수학 학습을 삼 년간에 걸쳐 관찰하면서 그들이 유리수 범위에서 형성한 개념적 지식과 절차적 지식 사이의 발달 관계에 대하여 조사하였다. 특히, 아래의 두 상황에서 학생들의 개념적 지식과 절차적 지식 사이의 불균형한 발달이 이후의 지식 발달에 어떤 영향을 미치는 지에 관하여 조사하였다: (a) 상대적으로 강한 개념적 지식과 약한 절차적 지식을 가진 경우; (b) 상대적으로 약한 개념적 지식과 강한 절차적 지식을 가진 경우. 연구 결과는 개념적 지식과 절차적지식이 균형적인 방식으로 (즉, 아주 근접하게 되풀이되거나 동시에) 발달될 때 가장 생산적이라는 것을 시사하며 또한 어느 한 가지 유형의 지식이 다른 유형의 지식보다 우위에 있다는 가정에 의문에 제시한다.

As observing the learning of middle school mathematics students for three years, I examined the relationship between students' procedural knowledge and their conceptual knowledge as they develop those knowledges in the rational number domain. In particular, I explored the implications of an unbalanced development in a student's conceptual knowledge and procedural knowledge by considering two conditions: (a) the case of a student who has relatively strong conceptual knowledge and weak procedural knowledge, and (b) the case of a student who has relatively weak conceptual knowledge and strong procedural knowledge. Results suggest that conceptual knowledge and procedural knowledge are most productive when they develop in a balanced fashion (i.e., closely iterative or simultaneously), which calls into question the assumption that one has primacy over the other.

This study investigated three preservice teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of preservice teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

This study focused on some key antecedents of knowledge sharing by individual employees. The aim was to identify the roles of contextual factors (procedural justice and supervisor close monitoring) and the mediating variables (perceived supervisory support and scouting behavior) in knowledge sharing. We surveyed 157 employees and their coworkers and supervisors to measure different variables thereby reducing common source bias. Analysis with structural equation modeling showed that the effect of procedural justice on knowledge sharing was completely mediated by perceived supervisory support. Similarly, the effect of supervisor close monitoring on knowledge sharing was completely mediated by scouting behavior and perceived supervisory support. The indirect effects were significant in both cases.

등호개념은 연산과 대수를 잇는 중심개념이며 학생들의 수학적 능력을 발달시키는데 기초가 되는 개념이다. 그러나 선행연구들에 따르면 많은 초등학생들은 연산영역에서 등호 개념에 관한 이해가 제한적이었다. 본 연구는 초등학생들이 등호의 수학적 등가 개념을 배우고 발달시킬 수 있는 수학 교과서 내용구성 방안을 고찰하는 데 그 목적이 있다. 먼저 선행연구들을 중심으로 초등수학에서 학생들의 수학적 등가 개념의 학습을 저해하는 요인을 분석하였다. 또한 우리나라 초등수학 교과서의 연산영역에서 등호의 조작적 개념이 강조된 문맥의 특성들을 분석 분석하였고, 현행 교과서 내용체계에 수학적 등가 개념의 학습을 통합시킴으로써 학생들이 원만하게 대수적 사고의 기초를 발달시킬 수 있는 예시들을 소개하였다. 또한 수학교육분야 연구자들의 관심과 연구의 필요성을 제안하였다.

The concept of the equal sign plays an essential role in connecting arithmetic and algebra, and is the foundation to the development of students’ mathematical ability. Recent research findings show that many children in elementary schools misunderstood the equal sign as an operator, a signal for “doing something.”rather than a relational symbol of equivalence. This study was to explore how children can learn and develop the concept of mathematical equivalence. First, theories regarding the development of conceptual and procedural knowledge in children and how they can be connected to the concept of the equal sign as a relational symbol were the focus of examination. Factors hindering children’s learning mathematical equivalence found in previous studies were also examined. Then the characteristics of contexts regarding how the equal sign is emphasized as an operator in Korean textbooks in the arithmetic chapters were analyzed, and examples that could develop the foundation of algebraic thinking in students by integrating the concept of mathematical equivalence into the current textbooks were discussed. Also, the need for mathematics education researchers’ interest and research into the composition of textbook contents was suggested.

본 연구에서는 인지심리학적 이론에 근거하여 등호의 개념적 지식과 절차적 지식과의 관계성을 탐구하고, 등호개념 문제(예, □ + 3 – 1 = 2 + 4) 풀이과정에 나타난 초등학생들의 등호의 개념적 이해정도를 진단하며, 교과서에서 사용된 등호개념의 적절성을 검토하고자 하였다. 인지심리학적 관점에서 등호개념은 양변의 등가적 개념을 뜻하며 산술 영역에서나 대수 영역에서 다르지 않다. 학생들이 형성하고 있는 등호의 관계적 개념 지식은 문제풀이에 영향을 준다. 그러나 등호개념 문제풀이과정에서 많은 학생들이 등호 오개념에 근거한 전략들을 사용하여 정답을 도출한 것으로 나타났다. 저학년에 비해 고학년들에게서 등호 오개념 전략을 사용해서 문제를 풀어내려는 경향이 빈번히 나타났으며, 이 과정에서 학생들은 수학적 원리를 왜곡해서 사용한다거나 오류를 범하기도 하였다. 수학 교과서 수와 연산영역에서 등호사용의 적절성을 검토하고, 학생들에게 등호 오개념을 유도하는 내용구성과 문제맥락의 구체적인 사례를 분석하였으며 그에 따른 의견이 제시되었다. 또한 등호의 관계적 개념을 향상시킬 수 있는 교과서 내용구성에 관한 방안이 논의되었다.

This study examined the relation between children’s conceptual understanding of mathematical equivalence and their procedures and diagnosed their understanding of the relational concept of the equal sign through the solving of equivalence problems(e.g., □ + 3 ? 1 = 2 + 4). This study also analyzed the textbooks to check appropriate usage of the concept of mathematical equivalence in the contexts of the problems. The written problem solving procedures that children utilized to generate correct answers were analyzed. The result showed that many children could solve the problems with strategies reflecting misconceptions of equivalence. The 6th graders had more distorted misconceptions than third graders in terms of relational concept of mathematical equivalence. Also, analysis of textbooks revealed that misconception of mathematical equivalence was fundamental throughout algorithmic contexts for all grades. The ways of integrating the concept of the mathematical equivalence into textbooks were discussed.

본 연구는 미분계수를 절차적 지식(거리함수 f(x)에서 a초에서 k초까지의 평균속력을 식으로 구성하여, 분모에 있는 인수를 약분한 다음 a에 k를 대입하여 속력함수를 구하는 방식)으로 구성한 고등학교 1학년 학생 세 명과의 교수실험 내용을 분석한 연구이다. 특히 본 연구에서는 분모에 있는 인수가 약분되기 어려운 거리함수(무리함수, 지수함수)에서 속력함수를 구성하는 과정을 중심으로 학생들이 구성한 절차적 지식에 대하여 학생 스스로의 고민과 표현이 어떠한지를 중심으로 분석하였다. 이 과정에서 학생들은 최초 구성한 절차적 지식에 대하여 다양한 고민과 표현의 변화를 보여주었다. 특히 학생B는 이 과정에서 기존에 자신이 알고 있는 지식을 모두 설명하지 못할 경우 자신이 구성한 미분계수를 구하는 절차에 대하여 고민하고 반성하는 모습을 보여주었다. 본 연구는 미분계수 학습에서 학생들의 계산 방식에 대한 이해를 더해주고, 미분계수를 구할 때 절차적 지식을 구성한 학생들에게 어떻게 자신들이 구성한 절차에 대하여 반성할 수 있는 기회를 제공할 것인지에 대하여 고민하였다는 점에서 의미를 갖는다.

The purpose of this study is to investigate the relationship between the distance function average speed and the speed function. Particularly, in this study, we investigate the process of constructing the speed function in the distance function (irrational function, exponential function) which is difficult to weaken the argument in the denominator. In this process, students showed various anxieties and expressions about the procedural knowledge that they constructed first. In particular, if student B can not explain all the knowledge he already knows in this process, he showed his reflection on the process of calculating the differential coefficient. This study adds an understanding of the calculation method of students in differential coefficient learning. In addition, it is meaningful that the students who construct procedural knowledge at the time of calculating the differential coefficient have thought about how to provide opportunities to reflect on the procedure they constructed.

본 연구는 초등학교 학생들을 대상으로 한 국내 수학중재 연구 총 64편을 분석하여, 수학의 내용영역에 따라 수학의 사실적, 개념적, 절차적 지식을 향상시키는데 효과적인 증거기반 중재가 무엇인지를 밝히고, 각 중재의 세부적인 특징과 절차, 중재적용 수학영역은 무엇인가를 분석하였다. 분석결과, 첫째, 사실적 지식의 향상을 위한 효과적인 중재는 수와 연산영역에서 또래교수, 놀이활동, 직접교수법 등으로 나타났다. 둘째, 개념적 지식의 향상을 위한 효과적인 중재는 수학의 전 영역에서 현실맥락 교수, 구체물․표상기반 교수, 수학적 의사소통을 위한 교수로 나타났다. 마지막으로 절차적 지식 향상을 위한 효과적인 중재는 수학의 전 영역에서 인지․메타인지 전략, 수학문제 만들기, 도식기반 표상전략 교수인 것으로 나타났다. 각 지식의 영역별 효과적 중재의 특징과 절차, 중재제공시 유의점 등이 기술되었다. 또한 분석결과에 따른 학생들의 수학의 지식영역별, 내용영역별 균형 있는 수학능력 향상을 위한 향후 연구방향과 제안점이 논의되었다.

This study reviewed research in elementary mathematics intervention and identified the evidence-based practices to build factual, conceptual, and procedural mathematical knowledge. Also, this study analyzed the instructional procedures and target mathematics content area of the intervention. The results of this study suggested that there were peer tutoring, activity-based mathematics, and direct instruction as effective interventions to build factual mathematical knowledge in the area of number and operation. Second, there were realistic context mathematics, concrete-representation-abstract, and mathematical communication to build conceptual knowledge across the all mathematics area. Finally, there were cognitive/metacognitive strategy instruction, problem posing activity, and schema-based representation strategy to build procedural knowledge across the all mathematics area. Instructional guidelines and procedures of the intervention across three knowledge areas and mathematics area were presented based on the analysis of the 64 articles. The importance of balancing these three knowledge areas across mathematics content areas to improve the instructional practices are discussed.

본 연구의 목적은 고등학교 학생들이 물리 문제를 풀이하는 과정에서 겪는 어려움을 분석하는 것이다. 특히 본 연구에서는 전자기학과 관련된 문제를 풀이하는 과정에서 겪는 어려움 중에서 과정 지식과 관련된 어려움을 분석하였다. 이를 위해 고등학생 50명을 대상으로 전자기학과 관련된 문제를 해결하면서 어려움을 겪는 요인이 무엇인지를 조사하고 면담을 통하여 관련된 사례 100개를 수집하였다. 이 중에서 전자기학 문제를 풀이할 때 겪는 과정 지식과 관련된 어려움의 사례 55개를 ‘이해’ 과정, ‘계획’ 과정, ‘풀이’ 과정으로 구분하여 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 학생들은 전자기학 문제를 풀이하는 과정에서 ‘풀이’ 과정에서 겪는 어려움보다 ‘이해’ 과정과 ‘계획’ 과정에서 겪는 어려움이 더 많았다. 둘째, ‘이해’ 과정에서는 ‘문제의 조건 이해 부족’으로 인한 어려움이 가장 많았고, ‘계획’ 과정에서는 ‘상황 변환 능력 부족’으로 인한 어려움이 가장 많았다. 셋째, ‘풀이’ 과정에서는 ‘수학적 활용 능력 부족’에서 가장 많은 어려움이 발견되었는데, 다른 어려움 요인보다 많이 발견되지는 않았다. 추가적으로 수학적 어려움과 물리적 어려움과의 관계 및 전자기학 문제 풀이의 지도 방안에 대한 의견을 제시하였다.

The purpose of this study was to analyze the difficulties that high school students experience in solving physics problems. In particular, the difficulties related to procedural knowledge in electro-magnetism problems were analyzed. The participants were fifty high school students. One hundred cases where students experienced difficulties in solving electro-magnetism problems were found. Fifty-five cases related to “Procedural Knowledge Difficulty” were analyzed and some examples presented. The results of this study were as follows. First, more difficulties in ‘understanding’ and ‘planning’ processes than in the ‘solving’ processes were found. Second, the most difficult part of the ‘understanding’ process was a ‘lack of ability to understand conditions’, while the most difficult part of the ‘planning’ process was a ‘lack of ability to consider context’. Third, the most difficult part of the ‘solution’ process was a ‘lack of mathematical literacy’, although this was not the most difficult factor. The findings from this study could provide insights into the relationship between mathematical difficulties and physics difficulties, and into teaching strategies for solving electro-magnetism problems.

An empirical study was carried out to analyze the relationships among procedural justice and reputation of alliance partners (independent variables), Chinese leadership (a mediating variable), perceived organizational support (a moderating variable), and inter-organizational knowledge-sharing performance (a dependent variable) using path analysis and partial least squares regression analysis. The results of statistical analyses indicate the following. Procedural justice of alliance partners was found to influence positively and significantly benevolent leadership and authoritarian leadership. Moreover, reputation of alliance partners was found to influence positively and significantly virtuous leadership and authoritarian leadership. In addition, virtuous leadership was found to influence positively and significantly knowledge-sharing performance. Virtuous leadership as a mediating variable was found to affect the relationship between reputation of alliance partners and knowledge- sharing performances while perceived organizational support as a moderating variable was found to affect the relationship between reputation and knowledge-sharing performance. Lastly, perceived organizational support was found to affect the relationship the between benevolent leadership and knowledge-sharing Performance.

자신이 보유한 지식을 의도적으로 숨기는 지식은폐 행동은 조직의 성과 향상 및 경쟁력 제고에 매우 부정적인영향을 미친다. 따라서 조직차원에서는 지식은폐를 최소화하기 위해 지식은폐를 높이는 선행요인에 대한 이해및 관리가 필요하다. 지식은폐의 선행요인에 대한 기존 연구를 검토한 결과 선행요인 중에서 조직적 요인에대한 연구가 부족하고 지식은폐와 선행요인간의 관계를 통합적 관점에서 분석한 연구가 부족한 것을확인하였다. 따라서 본 연구에서는 개인성과급 제도를 지식은폐의 선행요인으로 파악하며, 악의적 선망을개인성과급 제도와 지식은폐 행동간의 관계를 매개하는 변수로 설정하였다. 종원업들이 개인성과급 비중이높다고 인식할수록 경쟁으로 인해 구성원들간의 악의적 선망은 높아지고 이는 궁극적으로 지식은폐와 같은반생산적 일탈행동을 높이는 결과를 가져올 것으로 예상해 볼 수 있다. 또한 개인성과급이 악의적 선망을 높이는부정적 효과를 완화시키기 위해서는 개인성과급 제도에 대한 절차적 공정성을 높이는 것이 중요하다고 판단되어절차적 공정성을 인지된 개인성과급 비중과 악의적 선망간의 관계를 조절하는 상황적 요인으로 제시하였다. 개인성과급제를 실시하고 있는 6개 기업 종업원 147명을 대상으로 실증분석을 실시한 결과 직원들이인지하는 개인성과급 비중은 악의적 선망과 정의 관계를 보였으며, 악의적 선망은 지식은폐와 정의 관계를보였다. 그리고 악의적 선망은 인지된 개인성과급 비중과 지식은폐간의 관계를 완전매개하는 것으로확인되었다. 절차적 공정성의 조절효과를 분석한 결과 절차적 공정성이 높을수록 인지된 개인성과급 비중과악의적 선망간의 부정적 효과는 완화되는 것으로 나타나 조절효과를 확인할 수 있었다. 마지막으로 본 연구의 이론적 공헌점 및 실무적 시사점과 향후 연구방향에 대해서 기술하였다. 이론적공헌점으로는 개인성과급제를 지식은폐의 선행요인으로 파악한 후 개인성과급 제도가 어떻게 지식은폐를높이는지를 분석함으로써 이론적 기여를 하였다. 또한 실무적 시사점으로 개인성과급 제도의 부정적 효과를완화하기 위해서는 제도의 절차적 공정성을 확보하는 것이 매우 중요하다는 사실을 강조하였다.

Knowledge hiding behavior that intentionally hides one's knowledge has a significant negative effect on improving organizational performance and competitiveness. Therefore, at the organizational level, in order to minimize knowledge hiding, it is necessary to understand and manage the antecedents of knowledge hiding. After reviewing existing studies on the antecedents of knowledge hiding, we found that there was a lack of research on organizational factors among the antecedent factors and that few studies examined the relationship between antecedents of knowledge hiding and knowledge hiding behavior from a more integrated perspective. Therefore, in this study, we propose the pay for individual performance system as a prerequisite factor for knowledge hiding, and malicious envy may mediate the relationship between pay for individual performance system and knowledge hiding behavior. It can be expected that the higher the perceived proportion of pay for individual performance, the higher the malicious envy among members due to competition, which will ultimately lead to increased counterproductive deviant behaviors such as knowledge hiding. In addition, in order to alleviate the negative effect of pay for individual performance, it was considered important to improve the procedural justice of the pay for individual performance system, so procedural justice was suggested as a contextual factor on the relationship between pay for individual performance and malicious envy. The figure below shows the research model of this study. An empirical analysis of 147 employees of six companies implementing the pay for individual performance system showed that the perceived proportion of the pay for individual performance has a positive relationship with malicious envy, and malicious envy also has a positive relationship with knowledge hiding. And malicious envy completely mediates the relationship between the perceived proportion of pay for individual performance and knowledge hiding. Analysis of the moderating effect of procedural justice showed that the higher the procedural justice, the less the negative effect of the perceived proportion of pay for individual performance on malicious envy. Finally, the theoretical contributions, practical implications, and subsequent research directions of this study were described. This study theoretically contributes by identifying pay for individual performance as a significant prior factor of knowledge hiding and analyzing how pay for individual performance enhances the knowledge hiding behavior. In addition, practical implications emphasized the fact that it is very important to ensure procedural justice of the system in order to mitigate the negative effects of pay for individual performance.

군 조직은 복장, 언행 등에 관한 규정이 있고 훈련규범, 병영생활 행동강령 등의 매뉴얼이 있다. 이에 군 조직의 구성원은 규정, 규칙 등을 명시적 지식으로 습득하므로 구성원들 간에 지식을 나눌 필요가 없으며 규정, 규칙, 매뉴얼 등에 없는 새로운 결과물을 만들 필요가 없다고 예상할 수 있다. 하지만 다양한 돌발 상황에 직면하면서 불확실성이 높은 군 조직에서 완벽한 규정, 규칙, 매뉴얼화가 불가능하므로 팀 지식공유가 중요할 수 있다. 이에 팀 지식공유에 영향을 줄 수 있는 요인으로 군 조직에서 리더십, 군대 윤리가 강조된다는 점에 착안하여 팀장의 윤리적 리더십을 살펴보려고 한다. 또한, 군 조직에서 팀 지식공유가 새로운 결과물을 향상시키는 지를 알아보기 위하여 결과변수로 팀 혁신행동을 검증하고자 한다. 이러한 관계를 토대로 군 조직에서 팀장의 윤리적 리더십과 팀 혁신행동 간의 관계에서 팀 지식공유의 매개역할이 성립하는 지를 살펴보려고 한다. 또한, 군 조직은 관료제 특성으로 팀장의 자율성보다 조직에서 의사결정 절차를 규정하고 있다. 이에 윤리적 리더십과 공정성 간의 관계는 대체적 관계일 수 있다는 주장과는 달리 본 연구는 팀장이 발현하는 윤리적 리더십과 조직에서 규정하고 있는 절차공정성 관계는 상보적 관계일 수 있다는 보았다. 이러한 이유로 팀장의 윤리적 리더십과 팀 지식공유 간의 관계에서 팀 절차공정성 풍토의 조절역할과 팀장의 윤리적 리더십, 팀 지식공유, 팀 혁신행동 간의 간접적 관계에서 팀 절차공정성 풍토의 조절된 매개효과를 살펴보고자 한다. 본 연구는 군 조직의 131개 팀 자료를 가지고 실증 분석을 하였다. 결과를 살펴보면 팀장의 윤리적 리더십은 팀 지식공유에 유의한 정적인 영향을 주고, 팀 지식공유는 팀 혁신행동에 유의한 정적인 영향을 주는 것으로 나타났으며, 팀장의 윤리적 리더십과 팀 혁신행동 간의 관계에서 팀 지식공유는 완전 매개효과가 있는 것으로 나타났다. 또한, 팀 절차공정성 풍토는 팀장의 윤리적 리더십과 팀 지식공유 간의 정적인 관계를 강화하는 것으로 나타났으며, 팀장의 윤리적 리더십, 팀 지식공유, 팀 혁신행동 간의 간접적 관계에서 팀 절차공정성 풍토는 조절된 매개역할을 수행하는 것으로 나타났다. 구체적으로 팀 절차공정성 풍토가 높을수록 팀장의 윤리적 리더십이 팀 지식공유를 거쳐 팀 혁신행동에 미치는 간접적 효과가 강화되는 것으로 나타났다. 이러한 결과가 함의하는 시사점 및 한계점이 제시되었다.

Military organizations have regulations on clothes, words and actions, and have various manuals such as training norms and code of conduct for barracks life. Accordingly, since members of a military organizations acquire regulations and rules with explicit knowledge, there is no need to share knowledge among members and to create new results that are not in regulations, rules, and manuals. However, as uncertainty increases in the face of various unexpected situations, it is impossible for military organizations to have complete regulations, rules, and manuals. Therefore, it can be seen that the importance of sharing team knowledge is increasing. Focusing on the fact that leadership and military ethics are emphasized, this study examines team leader’s ethical leadership as antecedent factors of team knowledge sharing. In addition, in order to examine whether team knowledge sharing can increase substantially new results in the context of military organizations, this study attempts to verify the positive effect of team knowledge sharing on team innovative behavior. Based on these discussions, this study examines the mediating role of team knowledge sharing in the relationship between team leader’s ethical leadership and team innovative behavior in the military organization. The military organization is a typical bureaucratic organization that regulates decision-making procedures at the organizational level rather than the autonomy of the team leader. Contrary to the argument that it is an substitute relation between ethical leadership and justice, this study considers that the relation between ethical leadership and procedural justice will be a complementary relationship. This study aims to verify the moderating role fo the team procedural justice climate in the relationship between team leader’s ethical leadership and team knowledge sharing as well as the moderated mediating effect of team procedural justice climate in the relationship between team leader’s ethical leadership, team knowledge, team innovative behavior based on social exchange perspective. This study conducted an empirical analysis with data from 131 teams of military organizations. The results showed that team leader's ethical leadership had a significant positive effect on team knowledge sharing, team knowledge sharing had a significant positive effect on team innovative behavior, and team knowledge sharing had a full mediating effect in the relationship between team leader's ethical leadership and team innovative behavior. In addition, the team procedural justice climate strengthens the positive relationship between team leader's ethical leadership and team knowledge sharing, and the team procedural justice climate plays a moderated mediating role in the indirect relationship between team leader's ethical leadership, team knowledge sharing, and team innovative behaivor. Specifically, the higher team procedural justice climate, the stronger the indirect effect of the team leader's ethical leadership on team innovative behavior through team knowledge sharing. Based on these findings, the significances and implications of this study was derived.