대학 교수의 핵심 교수역량 모델 연구 = (The)study of core teaching competency model for the professor of higher education institution

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the core teaching competency model of the "successful professor" in the higher education institution. Major findings of this study were as follows.
First, the character of teaching competency and the performance efficiency of university professors were analyzed through the review of related literatures. Through these efforts, the competency was redefined as the professor's observable and measurable internal characteristics and abilities which were consistently demonstrated in the successful professor. To assess the successful professor's teaching competency, data from the student's evaluation on a lecture were used.
Second, the professor's teaching competency was selected through close interviews with the professors of one university who were the subject of this study. Through these efforts, four categories of competency were revealed: instructional design (five related subcategories), teaching management (twelve related subcategories), communication (seven related subcategories) and evaluation (five related subcategories)
Third, the successful professor' potential core teaching competency which can be differentiated from that of the average professor, was analyzed. Extracted core teaching competencies were six: 'class preparation,' 'concern for students,' 'clarity of lecture,' 'passion/dynamics in class,' 'mutual interaction,' and 'achievement of the teaching objective.' In addition, the level of competency was suggested through the professor performance index to differentiate the successful professor and the average professor.
Fourth, based on the extracted competencies of the successful professor, a questionnaire for measuring the importance of professor behavior index and professor's current teaching level was developed. A questionnaire survey was carried out to the professors of one university. The questionnaire was composed of 51 five-point Likert type questions relating to the six core teaching competencies. Out of 51 questions, 21 questions were finally selected as useful indices of the professor's core teaching competency.
Fifth, to prove the validity and reliability of the questionnaire factor analysis and reliability test were conducted. The result of factor analysis showed that the above-mentioned six core teaching competencies were statistically significant. Also reliability of the questionnaire was proved so that each of six factors showed .7 or above with Cronbach's alpha coefficient.
Sixth, to prove the validity of core teaching competency, differences between the competencies of successful professors and of average professors were tested. Out of 21 teaching performance indices that have P4 competency level or higher, 20 showed statistically significant differences with .05 level. The gap of average score between the successful and the average professors on the indices showed bigger as the required level of competency higher.
Seventh, it was revealed that the more experienced professor showed the higher level of core teaching competency. In particular, associate professors showed the highest level of core teaching competency among all status groups. Professors whose teaching experience was less than a year showed the lowest level of core teaching competency.
Eighth, through the multiple regression analysis it was revealed that 'Clarity of lecture' had the biggest influence on professor's performance effectiveness, and 'concern for student' had the least influence. In addition, the path analysis showed that teaching experience was not an effective variable of the professor's performance effectiveness, and the professor's core competency was not relevant to the length of teaching experience.
On the basis of the above findings, the researcher made following conclusions:
First, the student's evaluation on a lecture can be used as an effective instrument for selecting the successful professor. Thus the researcher suggest that further studies of professor's teaching core competency using the questionnaire developed in this study with various and large samples of professors be carried out in the future.
Second, to acquire the core teaching competency, the professor should have some teaching experience, even though the competency is not necessarily fostered in proportion to the length of teaching experience and the status.
Third, since the professor's performance effectiveness had statistically significant relationships with the six core competencies in this study, it would proposed that the professor's performance effectiveness be used as a strong measure for figuring out the teaching competencies. For further study it would be tested whether this result could be applied to the elementary and secondary school teachers.
Finally, the application of the core teaching competency model would give two useful implications - one for the educational organization and another for the individual professor. From the organization's point of view, the higher education institution can foster professors who focus on the institution's ultimate strategic objective - efficient teaching. In addition, the model provides objective data for hiring, placing, and evaluating professors; it also contributes to the improvement of consistency, efficiency, and integration of the institution's various human resource management(HRM) functions. From the individual professor's point of view, one can readily improve one's competencies based on the institution's goals and its definition of the successful professor. Through understanding performance areas based on the institution's strategies and objectives, the institution and its members can have congruent goals, which in turn will increase the institution's effectiveness.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구목적 및 문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 7
• 1. 역량에 관한 일반적 이해 7
• 1) ‘역량’ 개념 도입 배경 및 연구 현황 7
• 2) 역량의 개념 및 구조 10
• 3) 역량과 준거참조 14
• 4) 역량사전의 구성 15
• 2. 역량 모델의 개발 방법과 활용 17
• 1) 역량 모델 개발 방법 17
• 2) 역량 모델의 활용 20
• 3. 교수의 수행효과성 24
• 1) 강의평가를 통한 교수의 수행효과성 측정방법 24
• 2) 효과적인 교수 행동요인 29
• Ⅲ. 연구방법 34
• 1. 연구 대상 34
• 1) 행위사건면접 조사의 대상 34
• 2) 초점집단면접 조사의 대상 36
• 3) 질문지 조사의 대상 36
• 2. 조사 도구 37
• 1) 행위사건면접 37
• 2) 초점집단면접 40
• 3) 질문지 41
• 3. 연구절차 44
• Ⅳ. 연구결과 47
• 1. 교수의 교수역량 도출 47
• 2. 교수의 핵심 교수역량 도출 48
• 1) 강의준비 역량 49
• 2) 학습자배려 역량 50
• 3) 강의명료성 역량 51
• 4) 강의열의/역동성 역량 51
• 5) 상호작용 역량 52
• 6) 학습목표도달추구 역량 53
• 3. 교수의 핵심 교수역량 타당성 검증 54
• 1) 우수교수와 평균교수의 차이 검증 54
• 2) 교수 수행효과성에 미치는 핵심 교수역량의 영향 64
• 4. 교수의 핵심 교수역량 모델 67
• Ⅴ. 논 의 69
• Ⅵ. 결 론 73
• 1. 요 약 73
• 2. 결 론 76
• 3. 연구의 한계 및 제언 78
• 참고문헌 80
• 부 록 91