The Development of a Competency Model for Career Education & Guidance Counseling Teachers / Young-chul Ryu
한국교육, 제41권 제 4호, pp.25-51/The Journal of Korean Education (2014) 41(4) pp.25-51
30 October 2014: Revised 10 December 2014: Accepted 15 December 2014
국문초록
본 연구는 진로진학상담교사의 역량모형을 개발하고, 현장의 필요수준과 수행수준을 분석하여 추후 진로진학상담교사의 선발, (재)교육, 평가에 활용하고자 하는 목적을 갖고 있다. 다음의 절차를 통해 연구를 수행했다. 첫째, 선행연구 고찰, 진로진학상담교사 면접, 개방형 설문을 이용하여 58개의 역량을 도출하고 내부 전문가 검토를 거쳐 5개 역량군, 19개 역량을 초안으로 개발했다. 둘째, 역량모형 초안을 델파이 1차 내용 타당화를 이용해, 역량모형은 5개 역량군, 19개 역량으로 구성되었다. 셋째, 델파이를 이용해 개발된 역량모형을 진로진학상담교사들을 대상으로 필요수준과 수행수준을 분석하기 위해 설문을 실시했다. 넷째, 델파이를 이용해 개발된 역량모형을 진로진학상담교사들을 대상으로 설문조사를 활용한 2차 내용 타당화와 외부 전문가의 평가를 활용하여 최종 역량모형을 개발하였다. 연구결과는 다음과 같다. 첫째, 진로진학상담교사 역량모형은 이론지식, 직무수행, 태도자질의 3개의 역량범주와 상담역량, 검사역량, 지도역량, 프로그램 기획역량, 프로그램 운영역량, 행정업무처리역량, 네트워크역량, 강의역량, 정보처리역량, 개인관리역량, 평생학습역량, 커뮤니케이션역량의 12개 역량요소로 구성되었다. 둘째, 진로진학상담교사의 역량 필요수준은 평균 4.91점, 수행수준은 평균 3.93점으로, 필요수준이 수행수준에 비해 높았다. 셋째, 역량 필요수준과 수행수준의 분석은 역량모형 격자도를 활용했다. 필요수준은 높으나 수행수준은 낮아서 집중적인 노력이 요구되는 역량은 상담역량(공감역량)으로 나타났다. 다섯째, 고교와 중학교, 고교유형에 따른 필요수준과 수행수준의 차이를 분석했다. 고교와 중학교는 정보처리역량에서, 고교유형에 따른 차이는 정보처리역량, 네트워크역량에서 유의미한 차이를 보였다.
키워드
진로교육, 진로진학상담교사, 역량모형
ABSTRACT
The purpose of this study is to develop a model of competencies for career education & guidance counseling teachers to identify the required performance levels needed to select future career education & guidance counseling teachers. This model is also needed for use within in-service training programs and evaluations for career education teachers and school counselors.
This study was conducted according to the following procedures. First, a draft of 5 competency groups and a competency model with 19 competencies was developed through a literature review, and career education & guidance counseling teachers’ interviews and open surveys. 58 competencies were derived from these activities and examined by an internal expert. Second, a draft comprised of 19 competencies was confirmed by subjecting it to the first round of the Delphi method. Third, a survey of career education & guidance counseling teachers was conducted. Lastly, the final competency model was developed and verified by putting it through the second round of the Delphi method with an external efficiency expert.
This study produced several results. First, the study produced a competence model for career education & guidance counseling teachers composed of the following 3 competency categories: knowledge of theory, job execution, and attitude qualifications; and the following 12 competency elements: counseling skills, examination skills, guidance skills, program planning skills, program management skills, work administration handling skills, network skills, teaching skills, information processing skills, personal management skills, lifelong education skills, and communication skills. Second, an examination revealed that the average of the required levels for career education & guidance counseling teachers was 4.91 points and the actual performance levels average was 3.93, demonstrating that on average performances are lower than the required levels. Third, the required levels and the performance levels were compared and analyzed using the competence model grid which revealed that the skill most in demand was the counseling (empathy) skill. And finally, analysis showed differences between middle schools and high schools’ required and performance levels according to school type. There were significant differences between the information skills of middle schools and high schools and between the information skills and the network skills among high school types.
This study was conducted according to the following procedures. First, a draft of 5 competency groups and a competency model with 19 competencies was developed through a literature review, and career education & guidance counseling teachers’ interviews and open surveys. 58 competencies were derived from these activities and examined by an internal expert. Second, a draft comprised of 19 competencies was confirmed by subjecting it to the first round of the Delphi method. Third, a survey of career education & guidance counseling teachers was conducted. Lastly, the final competency model was developed and verified by putting it through the second round of the Delphi method with an external efficiency expert.
This study produced several results. First, the study produced a competence model for career education & guidance counseling teachers composed of the following 3 competency categories: knowledge of theory, job execution, and attitude qualifications; and the following 12 competency elements: counseling skills, examination skills, guidance skills, program planning skills, program management skills, work administration handling skills, network skills, teaching skills, information processing skills, personal management skills, lifelong education skills, and communication skills. Second, an examination revealed that the average of the required levels for career education & guidance counseling teachers was 4.91 points and the actual performance levels average was 3.93, demonstrating that on average performances are lower than the required levels. Third, the required levels and the performance levels were compared and analyzed using the competence model grid which revealed that the skill most in demand was the counseling (empathy) skill. And finally, analysis showed differences between middle schools and high schools’ required and performance levels according to school type. There were significant differences between the information skills of middle schools and high schools and between the information skills and the network skills among high school types.
KEYWORDS
Career Education, Career Education & Guidance Counseling Teachers, Competency model
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