잠재집단분석을 활용한 예비 교사의 학업성취도, 교육만족도, 진로발달 수준의 차이 분석

Abstract

This study employed latent class analysis to categorize university students in a teacher training program. The analysis involved variables related to personal characteristics, university entrance characteristics, and university life characteristics. Subsequently, the characteristics of these groups were explored to draw implications.
 The main findings of this study are as follows. First, the latent group analysis identified three groups. Cohort 1 was 'active in school life, low grade', 'Cohort 2' was ‘low satisfaction with college admission and not active in school life’, and ‘'Cohort 3’ was upper-grade students preparing for the teacher employment exam. Second, students in ‘Cohort 2 (low satisfaction with college admission and not active in school life)’ reported higher dissatisfaction and disengagement with their university experience than other cohorts. However, compared to other cohorts, they were more likely to express satisfaction with their relationships with other students on campus and perceive these relationships as average. Third, when analyzing the differences in academic achievement, educational satisfaction, and career development by cohort, ‘Cohort 1 (active in school life, low grade)’ emerged as a group with low academic achievement, and ‘Cohort 2 (low satisfaction with college admission and not active in school life)’ emerged as a group with the lowest levels of educational satisfaction and career development.