대학교원의 교수역량진단을 통한 교육요구도 분석과 지원방안 -J대학 사례에 기반하여-

Abstract

The purpose of this study is to systematically diagnose the instructional competency needs of university faculty members and propose tailored faculty support measures to improve teaching quality. To identify differences based on faculty characteristics(such as rank and teaching experience), we analyzed the importance and performance of instructional competencies, assessed competency needs using the Borich model, and compared findings with the Locus for Focus model to identify key priorities. Based on this, we proposed targeted support measures for faculty. The results of this study are as follows: First, analysis of the overall needs of university faculty indicated that foundational competencies should be prioritized in core competencies, while specific competencies such as educational philosophy, motivation, enthusiastic attitude, respect for students, course evaluation, and lesson planning should be supported in that order. Second, when examining differences based on faculty characteristics— namely, rank and teaching experience—a common finding was that foundational competencies in core competencies, and educational philosophy and motivation in specific competencies, were prioritized. However, notable distinctions emerged among faculty groups. Full-time faculty members prioritized support for educational philosophy, motivation, course evaluation, and lesson planning, whereas non-full-time faculty emphasized educational philosophy, enthusiastic attitude, respect for students, motivation, and lesson planning. Faculty with less than seven years of teaching experience prioritized educational philosophy, respect for students, and enthusiastic attitude, while those with seven or more years of experience focused on educational philosophy, motivation, and course evaluation. Third, we proposed faculty support methods based on these results. Providing tailored programs to meet the needs of instructors is expected to play a significant role in fostering a learner-centered educational environment. Therefore, this study is anticipated to contribute not only to improving the quality of education but also to exploring sustainable strategies for educational development.