교수역량 증진을 위한 변화필요도분석 = Needs Analysis for Improving Teaching Competency

다국어 초록 (Multilingual Abstract)

The purpose of this research is to develop a self diagnostic tool of faculties teaching competency, through competency modeling processes, and to analyze and prioritize the needs of teaching competency of change, based upon the assessment results. To attain the purpose described above, research questions are as follows; 1.What are the elements that explains validated teaching competency model? 2. What is the validation result of the self assessment instrument of faculties teaching competency through competency modeling process? 3. What are the analyzed competencies and prioritized teaching competencies to change based upon the assessment results? To find out the answers to the above research questions, competency modeling has been done to define teaching competencies through conducting Delphi survey technique. Based on the developed provisional teaching competency model, the self assessment instrument for teaching competencies has been developed. Data collected from self assessment has been used for analyzing the priority of teaching competency change for faculties. To find out the answers to the above research questions, competency modeling has been done to define teaching competencies through conducting Delphi survey technique. Based on the developed provisional teaching competency model, the self assessment instrument for teaching competencies has been developed. Data collected from self assessment has been used to verify the validity and reliability and also refined data that has been used for analyzing the priority of teaching competency change for faculties. The main findings according to the research questions are as follows; First, this teaching competency model is divided by 2 sections including 51 behavioral indexes; which are 8 lecture related competencies and 7 fundamental attainment, including organizational core values required by their organization. Second, after conducting Confirmatory Factor Analysis for construct validity and construct reliability, it provided a reasonable result to satisfy the criteria. Third, according to the needs analysis by Borich`s formula though the result of 227 self diagnosis, the prioritized teaching competency for change perceived by the faculty were global mind set(2.85) and self development(2.17). On the other hand, regarding to college group characteristic variable, there was a significant difference among three colleges. In terms of needs for change in each individual level, there is a big differences among all individual respondents.

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