공인중개사 실무교육 서비스 만족도에 관한 연구 = (An) empirical study on the degree of satisfaction with realtor training services

다국어 초록 (Multilingual Abstract)

There is a growing need to introduce the concept of service user satisfaction to training on registration for opening real estate agencies on the basis of the concept of “the degree of satisfaction with services.”
This study, as a fundamental study for the improvement of realtor training, aimed at devising an alternative policy meant to supply more improved training services to those participating in realtor training. Therefore, a “model for the degree of satisfaction with realtor training” was developed in the study to examine the overall degree of satisfaction with training on registration for opening real estate agencies, which contained satisfaction with facilities, training content, training method, training operation and others.
As for the empirical analysis performed here, a survey on the degree of satisfaction with realtor training was conducted involving participants in realtor training conducted at four branch training centers of Korea Association of Realtors. The collected data were processed through a frequency analysis, correlation analysis, analysis, multiple regression analysis and binary logit analysis. The results of the study were as follows.
First, with regard to the degree of satisfaction with facilities, the participants complained about the accessibility of training centers. The participants complained especially about the regulation that required establishing only one training center in each metropolitan city or province. If training institutes can conduct training in trainees' locations, there will be a rise in trainees' accessibility to training and convenience. If they can not do that, each of them should nevertheless designate and operate at least two training centers.
Second, with respect to the degree of satisfaction with the instructor, a matter of autonomy in the formation of instructors was pointed out. A variety of instructors equipped with knowledge which can be directly applied in real estate business should be selected to deliver necessary lectures to trainees. As those who failed to meet academic and experience requirements could not become instructors, it was more difficult to employ excellent instructors.
Third, with respect to the degree of satisfaction with the instruction content, a matter of selecting subjects was pointed out. In order to resolve this problem, significant autonomy should be granted to institutes in charge of delivering realtor training to provide various training programs to trainees.
Lastly, problems involving online training and field training to be conducted in the future were pointed out. The worries about online training were that it could reduce the quality of realtor training. The problem of field training was that although it should be conducted in real estate agencies to get trainees to directly experience the real estate business, real estate agencies were not cooperative, making it difficult to select real estate agencies for training. In addition, realtors' perception of trainees as potential competitors was also an obstacle in introducing field training. If it is impossible to introduce field training, it can be conducted in a limited fashion in the real estate business involving dwellings and buildings for commerce and manufacturing. In addition, instructors can be carefully selected using simulation.
The current realtor training system has operated since 1999. There have been little changes made in the system except for the change of its name from prior education to training in 2006. Although a decade has passed since the introduction of the system, there has been almost no evaluation of its validation or appropriateness. Therefore, reasonable evaluation techniques and training programs should be developed to ensure high level of training in the future.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 제1절 연구의 배경 및 목적 = 1
• 제2절 연구의 방법과 범위 = 2
• 제3절 연구의 구성 = 3
• Ⅱ. 교육서비스·평가에 관한 이론 및 선행연구 고찰 = 5
• 제1절 교육 서비스 = 5
• 1. 교육 서비스의 개념 = 5
• 2. 교육의 범위와 교육 서비스의 영역 = 8
• 3. 교육 서비스의 특성 = 9
• 제2절 중개실무교육의 변화 = 12
• 제3절 교육 서비스 평가모형 = 15
• 1. 인과론적 추론모형 = 15
• 2. 의사 결정 모형 = 20
• 3. 가치 판단 모형 = 26
• 4. 확인 및 점검 모형 = 29
• 5. 다중 논리 접근 모형 = 36
• 6. 선행연구 결과 검토 = 40
• Ⅲ. 교육서비스 만족도 분석 및 연구모형 = 43
• 제1절 교육만족도의 개념 = 43
• 1. 교육서비스와 만족도 = 43
• 2. 교육기관의 교육만족도 = 43
• 3. 교육만족도의 측정지표 = 45
• 제2절 교육만족도 영향 인자 = 52
• 제3절 교육만족도 평가 모형 = 55
• 1. 교육품질 기초모형 = 55
• 2. 학습만족도 모형 = 57
• 3. 인과관계 모형 = 58
• 4. 선행연구 결과검토 = 60
• 제4절 연구모형 = 65
• Ⅳ. 중개교육 서비스 평가의 실증분석 = 68
• 제1절 조사 대상 및 내용 = 68
• 제2절 조사 자료의 특성 = 70
• 1. 조사대상자의 특성 = 70
• 2. 교육만족도 = 72
• 3. 상관관계 분석 = 74
• 제3절 검증 = 79
• 제4절 실무교육 만족도 회귀분석 = 81
• 1. 교육시설 만족도 = 81
• 2. 교육과정의 만족도 = 82
• 3. 강사 만족도 = 84
• 4. 개설등록 실무교육의 전반적인 만족도 = 85
• 5. 소결 = 88
• 제5절 이항 로짓 분석 = 89
• 1. 로짓모형의 개요 = 89
• 2. 교육시설 만족도 = 91
• 3. 교과목 및 교과과정의 만족도 = 93
• 4. 강사 만족도 = 95
• 5. 개설등록 실무교육의 전반적인 만족도 = 97
• 6. 소결 = 102
• 제6절 부동산 교육프로그램의 개선방향 = 103
• 1. 교육장 및 교육시설 문제 = 103
• 2. 교과목 및 교육과정에 대한 문제 = 106
• 3. 강사 및 교육방법에 관한 문제 = 108
• 4. 실무교육지침에 관한 문제 = 111
• 5. 소속공인중개사 및 중개보조원 교육 = 112
• Ⅴ. 결론 = 115
• 제1절 연구의 요약 = 115
• 제2절 연구의 한계와 향후과제 = 117
• 참고문헌 = 118
• (Abstract) = 130
• 부록 = 132