네일미용 교육이 실무형 인재양성과 교육생의 행동의도에 미치는 영향 : NCS 적용 교육과 NCS 비적용 교육을 중심으로

국문 초록 (Abstract)

네일미용 산업은 꾸준하게 발전을 하면서 고객의 눈높이는 높아진 반면 네일 미용사의 기술력은 인정받지 못하는 경우가 많다. 자격증을 취득하고 면허증을
발급받아 개원을 하지만 고객을 충족시킬만한 기술력은 갖추지 못한 아쉬움 때문에 본연구자는 NCS(National Competency Standards)교육과정을 통하여 실무형 인재양성의 가능성과 NCS교육생의 행동의도를 알아보았다.
연구대상자는 네일미용 교육을 받은 교육생 276명이었으며, 설문지법을 통해 조사하였다. 분석방법은 SPSS 21.0 Package Program을 사용하여 빈도분석, 요인분석, 기술통계분석 및 독립표본 t-test를 실시하였다.
연구결과는 첫째, 네일 미용 교육 경험에 대한 분석 결과 네일미용 경력은 1년 미만, 교육기관은 미용학원, 교육 기간은 6개월 미만, 1회 수업 시간은 3-4시간 미만이 가장 높게 나타났다. 자격증 취득 여부는 ‘예’가
더 높았고 걸린 시간은 6개월 미만이 가장 높았다. 면허증은 자격증을 취득 후 취득이 가장 높게 나타났다.
둘째, NCS 네일미용 교육과정 인지 및 경험은 없는 경우가 더 많았고 NCS 교육 수강 목적은 자격증 취득, 수강 기간은 3-6개월 미만, 수강 기관은 직업훈련기관 및 전문학원이 가장 높았다. 일반 네일 미용 교육 경험은 있는 경우가 더 많았고 수강 목적, 기간과 기관은 NCS 교육과 동일
한 결과가 나타났다.
셋째, NCS 수업 여부에 따른 NCS 인식 분석 결과 NCS 수업을 받은 경우 NCS 인식이 더 높은 것으로 나타났다. NCS 수업 여부에 따른 실무
능력수준 차이 분석 결과 기본관리, 컬러링, 인조네일제거에서는 유의미한 차이를 보였으나 하위변수 중 인조네일은 유의미한 차이를 보이지 않았 다. 또한 NCS 수업 여부에 따른 행동의도에 대한 분석 결과 통계적으로 유의미한 차이를 보이지 않았다.
이와 같이 본연구자는 본 연구를 통하여 NCS 네일미용 교육이 교육생의 긍정적인 측면의 만족도와 재이용의도, 긍정적 구전의도를 기대했지만 차이를 보이지 않아 아쉬움이 남는다. 하지만 NCS 네일미용 교육이 기본 관리와 컬러링, 인조네일제거에서 통계적으로 유의미한 차이를 보여 실무
형 인재양성의 가능성을 보았다. 이는 NCS 적용 교육과정의 효율적인 운영에 기초 자료를 제공하고 교육 프로그램의 수립, 운영 방향에 기초 자료를 제시할 수 있으리라 사료된다.

목차 (Table of Contents)

• Ⅰ. 서론 ···················································································································· 1
• 1. 연구의 필요성 및 목적 ·························································································· 1
• 2. 연구 문제 ·················································································································· 3
• 3. 용어의 정의 ·············································································································· 4
• 1) 국가직무능력표준(NCS) ················································································ 4
• 2) 실무형 인재양성 ······························································································ 4
• 3) 행동의도 ············································································································ 5
• Ⅱ. 이론적 배경 ····································································································· 6
• 1. 국가직무능력표준(NCS) 교육 ··············································································· 6
• 1) 국가직무능력표준(NCS) 교육의 개념 ······················································ 6
• 2) 국가직무능력표준(NCS)의 구성 ······························································ 10
• 2. 국가직무능력표준(NCS)의 네일미용 교육 과정 ············································· 19
• 1) 국가직무능력표준(NCS)의 네일미용 교육의 개념 ······························ 19
• 2) 국가직무능력표준(NCS)의 네일미용 교육의 구성 ······························ 19
• 3. 행동의도 ·················································································································· 60
• 1) 행동의도의 개념 ·························································································· 60
• 2) 행동의도의 구성 ·························································································· 61
• Ⅲ. 연구방법 ········································································································· 711. 연구가설 ·················································································································· 71
• 2. 연구모형 ·················································································································· 72
• 3. 연구방법 및 대상자 ······························································································ 73
• 4. 측정도구 ·················································································································· 74
• 5. 분석방법 ·················································································································· 76
• Ⅳ. 분석 결과 ······································································································· 77
• 1. 연구대상자의 일반적 특성 ·················································································· 77
• 2. 네일미용 교육 경험 ······························································································ 79
• 3. NCS 네일미용 교육 경험 ···················································································· 81
• 4. 측정변수에 대한 타당성 및 신뢰도 ·································································· 83