검도수련자들의 교육환경이 수련만족과 재등록의도에 미치는 영향 = Effects of satisfaction and reenrolling of educational environment Kumdo consumer

다국어 초록 (Multilingual Abstract)

This study analyzes the influences of fencing trainees' educational environment on their satisfaction with training and re-enrollment and aims to improve management methods of fencing school by its director and master and training methods of fencing.
The objects of this study were 700 male and female fencing trainees at certified fencing schools by the Korea Fencing Association in five metropolitan cities as of September, 2006, they were selected by Stratified Cluster Random Sampling Method, pre-test was conducted with 50 trainees from 14 fencing schools and contents of questionnaire were revised and complemented.
Data were collected by self-administered questionnaire and 15 investigators and researchers who had experience of questionnaire and were in the course of master and doctor visited fencing schools through 20 times from September 4, 2006. 665 responses (95.0%) except 35 (5.0%) showing unfaithful answers from total 700 were used for final analysis.
For data processing, questionnaires distributed were collected, data with unfaithful response or no reliability were excluded from the objects of research, data to be analyzed were input to computer, t-test and one-way ANOVA using SPSS 12.0 program were conducted to verify hypothesis set in this study and post-test using Duncan method, correlation analysis, stepwise regression analysis and logistic regression analysis were performed.
With the above research methods and data analysis, the following conclusions were obtained.
1. In fencing trainees' awareness of educational environment according to demographic characteristics, there were statistically significant difference depending on sex, education, age, job and monthly average income at the level of .5%∼.001%.
Men showed higher satisfaction with sub-factors of educational environment by sex and with coaches' quality than women.
In educational facilities, one of sub-factors of educational environment by education, high school and university (college) graduates showed higher satisfaction with educational facilities than elementary school graduates.
In coaches' quality, high school, university (college) graduates and graduate school graduates showed higher satisfaction with coaches' quality than elementary school graduates. High school graduates showed higher satisfaction with coaches' quality than elementary school graduates.
In educational environment by age, trainees over twenty and below thirty, those over thirty and below forty and those over forty and below fifty showed higher satisfaction with educational facilities than those below twenty. In educational program, those over 20 and below 30, those over 30 and below 40, and those over 40 and below 50 showed higher satisfaction with coaches' quality than those below 20.
In sub-factors of educational environment by job, those who are in sales and service position showed higher satisfaction with educational facilities than unemployment (housewife, student, retired) and professional and managerial positions showed higher satisfaction with coaches' quality than unemployment (housewife, student, retired).
In sub-factors of educational environment by monthly average income, income earners having over 1 million won∼below 1.5 million won showed higher satisfaction with educational facilities than those having below 1 million won. In program, income earners having over 1 million won∼below 1.5 million won showed higher satisfaction with program than those having below 1 million won. In coaches' quality, income earners having over 1 million∼below 1.5 million won and over 1.5 million∼2 million won showed higher satisfaction with coaches' quality than those having below 1 million won.
2. In the fencing trainees' awareness of satisfaction with their training according to demographic characteristics, there were statistically significant differences depending on education, age, job and monthly average income at the level of .5% - .001%.
In satisfaction with training by sex, men showed higher satisfaction with training than women and in education, high school, university (college) and graduate school graduates showed higher satisfaction with training than elementary school students.
In satisfaction with training by age, trainees over 20, 30, 40 and 50 showed higher satisfaction with training than those below 20, 30, 40 and 50 and in satisfaction with training by job, trainees with professional job showed higher satisfaction with training than unemployment (housewife, student and retired).
In satisfaction with training by monthly average income, income earners having over 2.5 million won∼showed higher satisfaction with training than those below 1 million won.
3. In the fencing trainees' awareness of re-enrollment according to demographic characteristics, there were no significant differences in sex, education, age, job and monthly average income, but there were significant differences in reason of no re-enrollment (p<.01). Why they didn't re-enroll included 'other reasons', 'too distant', 'program' and 'poor facility'.
4. In educational environment according to degree of participation and motivation, there were statistically significant differences depending on frequency of participation a week, period of training, recommender and motive of participation at the level of .5% - .001%. In frequency of participation a week, participants twice and three times a week showed higher satisfaction with educational facilities, program and coaches' quality than participants once a week. Participants three times a week showed higher satisfaction with educational programs and coaches' quality than participants four times a week.
On educational environment by the period of training, trainees with training period over 1 year - below 2 years showed higher satisfaction with educational facilities than those with training period below 1 year. In program, those with training period over 1 year - below 2 years showed higher satisfaction with program than those with training period over 4 years. Those with training period over 1 - below 2 years and over 2 years - below 3 years showed higher satisfaction with coaches' quality than those with training period below 1 years.
In influences of recommender on educational environment, trainees by voluntary choice showed higher satisfaction than those recommended by family.
In reason of selection, trainees' selection from satisfaction with coach showed higher satisfaction with educational facilities than their selection by the reason of nearness to their house. Trainees selecting participation based on coaches showed higher satisfaction with program and coaches' quality than those based on nearness to their house.
5. There were statistically significant differences in satisfaction with training depending on degree of participation and motivation in the frequency of weekly participation at the level of (p<.01), but there was no significant difference in the training period.
In the satisfaction with training by frequency of weekly participation, participants twice and three times a week showed higher satisfaction with training than those once a week and participants three times a week showed higher satisfaction with training than those four times a week.
In satisfaction with training by recommender, trainees by voluntary choice showed higher satisfaction than those recommended by family.
6. In trainees' intention of re-enrollment according to degree and motivation of participation, there was statistically significant difference in recommender at the level of (p<.01), but there was no statistically significant difference in weekly frequency, period of training and reason of selection. All participants answered they would re-enroll in their intention of re-enrollment according to degree and motivation of participation. In reasons why they have not intention of re-enrollment in weekly frequency, participants once, twice and three times a week answered too distant and participants a week answered poor programs and those four times a week did poor facilities.
In reasons why they have not intention of re-enrollment in the period of training, trainees with the period of training over 4 years answered poor facilities, those with the period of training over 3 years - below 4 years and over 1 year - below 2 years did too distant and those with the period of training below 1 year did dissatisfaction with program.
In reasons why they have not intention of re-enrollment by recommenders, 'others' included family, by myself and friend, 'too distant' was by myself and family. 'Dissatisfaction with program' included family, and 'poor facility' included others.
7. As a result of correlation analysis among such variables as demographic characteristics, degree and motivation of participation, educational environment, satisfaction with training and intention of re-enrollment in order to examine fencing trainees' educational environment on their satisfaction with training and intention of re-enrollment, 'program' ( =.524), 'coach's quality' ( = .444), 'satisfaction with training' ( = .461) according to 'educational facilities' showed positive correlations and 're-enrollment' showed negative correlation. 'Coach's quality' and 'satisfaction with training' according to program showed positive correlations and 're-enrollment' showed negative correlation. 'Satisfaction with training' according to 'coach's quality' showed positive correlation and 're-enrollment' showed negative correlation. 'Re-enrollment' according to 'satisfaction with training' showed negative correlation.
8. On the influence of educational environment on satisfaction with training and intention of re-enrollment, it was analyzed to be total 38.9%. In addition, the higher coach's quality, the higher satisfaction with training. Influence of educational environment on re-enrollment was total 17% and it governed re-enrollment of program.
9. It was analyzed that the influence of satisfaction with training on intention of re-enrollment was total 11.7% and it governed re-enrollment of program.

목차 (Table of Contents)

• 목차 ⅰ
• 표목차 = ⅳ
• 그림 목차 = ⅶ
• ABSTRACT = ⅷ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 가설 = 4
• 4. 관계구조모형 = 7
• 5. 연구의 제한점 = 8
• 6. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 13
• 1. 검도 = 13
• 2. 검도수련자들의 교육환경 = 22
• 3. 수련만족 = 32
• 4. 재등록 의도 = 43
• Ⅲ. 연구방법 = 53
• 1. 연구대상 = 53
• 2. 연구절차 = 56
• 3. 조사도구 = 58
• 4. 설문지의 타당도와 신뢰도 검사 = 60
• 5. 자료처리 = 65
• Ⅳ. 연구결과 = 67
• 1. 인구통계학적 특성에 따른 교육환경 = 67
• 2. 인구통계학적 특성에 따른 수련만족 = 77
• 3. 인구통계학적 특성에 따른 재등록 의도 = 82
• 4. 참여정도 및 동기에 따른 교육환경 = 91
• 5. 참여정도 및 동기에 따른 수련만족 = 99
• 6. 참여정도 및 동기에 따른 재등록 의도 = 103
• 7. 검도수련자들의 일반적 특성과 교육환경, 수련만족, 재등록 의도 간 상관관계 = 111
• 8. 교육환경이 수련만족과 재등록 의도에 미치는 영향 = 114
• 9. 수련만족이 재등록 의도에 미치는 영향 = 116
• Ⅴ. 논의 = 117
• 1. 인구통계학적특성에 따른 교육환경 = 117
• 2. 인구통계학적 특성에 따른 수련만족 = 119
• 3. 인구통계학적 특성에 따른 재등록 의도 = 120
• 4. 참여정도 및 동기에 따른 교육환경 = 121
• 5. 참여정도 및 동기에 따른 수련만족 = 123
• 6. 참여정도 및 동기에 따른 재등록 의도 = 123
• 7. 검도수련자들의 일반적 특성과 교육환경, 수련만족, 재등록 의도 간 상관관계 = 125
• 8. 교육환경이 수련만족과 재등록 의도에 미치는 영향 = 127
• 9. 수련만족이 재등록 의도에 미치는 영향 = 128
• Ⅵ. 결론 및 제언 = 129
• 1. 결론 = 129
• 2. 제언 = 136
• 참고문헌 = 137
• 설문지 = 146