Borich Needs Research Articles

대학생의 융합교육 실천 방법에 대한 인식 및 요구 분석: S대학 사례를 중심으로

Objectives The purpose of this study is to categorize convergence education practice methods into six types and analyze the perceptions and needs of undergraduate students at S University regarding these methods. Methods To achieve the research purpose, the researcher classified convergence education practice methods in-to six types through literature review. Based on them, the needs analysis was conducted through the ques-tionnaire targeting the undergraduate students at S University. For the analysis, the t-test, Borich need assess-ment model, and Hershkowitz's criticality function were used. Results Among the methods of implementing convergence education, the methods that S University under-graduate students recognize as most important were identified in the order of AI liberal arts curriculum expansion, teaching and learning innovation, and student-designed majors. Among these, regarding the operation of the stu-dent-designed major system, the current implementation level of S University was recognized as higher than the level of importance. As a result of calculating the Borich demand value, it was confirmed that the following order was innovation in teaching and learning, system for allowing major changes without division, and innovation in major curriculum content. By synthesizing the results of Hershkowitz's critical function analysis, the practice of convergence education through innovation in the teaching-learning area had the highest level of demand from S University undergraduate students. Conclusions Based on the results of this study, first, in order to practice convergence education in university set-tings, it is important to introduce educational content and curriculum that break down the boundaries between majors, but it is also necessary to discuss educational methods to put this into practice. Second, It was suggested that strengthening the capacity of instructors to practice convergence education is also important, and thirdly, that an administrative and financial support system suitable for each university's situation to practice convergence ed-ucation should be established.

Analyzing the Educational Needs of Dental Hygiene Students Using the Borich Needs Assessment and Locus for Focus Models

Objective: This study aimed to develop a standard for a practice-based curriculum that reflects the needs of dental hygiene students’ clinical practice education and to provide basic data that can contribute to improving dental hygienists’ competence in clinical practice. Methods: A survey of 132 dental hygiene students from selected universities was conducted. The Borich Needs Assessment model and The Locus for Focus models were used to evaluate the students’ educational needs for clinical practice content. Results: The highest level of present educational needs was for ‘fluoride application,’ while the greatest requirement was for ‘preparing surgical dental treatment’. Using The Locus for Focus model, 33 items in the first quadrant were identified as common to the Borich Needs Assessment priorities. These items include ‘dental insurance claims’, ‘patient reception’, ‘dental materials counseling’, ‘making a temporary crown’, ‘setting a temporary crown’, ‘document management’ and ‘prepare of dental emergencies’. Conclusions: The analysis of the clinical practice needs of dental hygiene students identified the needs for practice-oriented education. These findings suggest that future curriculum revisions should reflect not only the needs of students, but also the perspectives of educators and clinical dental hygienists.

Analysis of Educational Needs of Home Care Nurses: Utilizing Borich’s Needs Assessment and the Locus for Focus Model

Purpose: This study analyzed educational needs of home care nurses to improve the quality of home care service and identify priority educational subjects. Methods: This study analyzed the training priorities of 54 home care nurses working at community service centers or public health centers in Seoul, Korea, using the Borich Needs Assessment and the Locus of Focus model. The home care nurses’ tasks were categorized into 21 tasks and 85 task elements. Results: Six priority educational subjects were identified: 1) health assessment and monitoring, 2) nursing records and information management, 3) health education and counseling techniques, 4) home care supplies management, 5) recipient identification and communication skills, and 6) care recipient classification and management. Activities related to one-on-one health management, such as health screening, measurements, and disease management counseling, were found to be high priorities. In contrast, small group program planning and operation were rated as a low priority. Conclusion: This study underscores the importance of incorporating identified educational needs into training curricula for home care nurses. Regular assessment and integration of these needs into educational programs are crucial for enhancing nursing competence and service quality.

What competencies should be prioritized in the training of social welfare officers at grade 8 and below? -Utilizing the Borich Needs Assessment and the Locus for Focus Model-

What competencies should be prioritized in the training of social welfare officers at grade 8 and below? -Utilizing the Borich Needs Assessment and the Locus for Focus Model-

Nursing core competencies and educational needs in the low- and middle-income country: A cross-sectional study

BackgroundThe government of the Kyrgyz Republic is committed to improving healthcare worker education, and as nurses comprise the majority of healthcare workers, improving nursing education and competency is a critical policy strategy. However, insufficient understanding of nurses' duties and competencies, low levels of professional education and motivation, and the poor reputation of the profession have negatively impacted the development of nursing in the Kyrgyz Republic. AimThis study aimed to identify the core competencies of nursing that are necessary for improving healthcare in the Kyrgyz Republic. DesignThe research design was a cross-sectional study. SettingThe study was conducted from June to November 2022 across the Kyrgyz Republic. ParticipantsA total of ten focus group interviews were conducted with 54 participants, and 289 individuals responded to the survey. MethodsA job analysis was conducted to identify nursing core competencies, followed by focus group interviews. Educational needs were assessed and analysed for importance and performance using the Competency Inventory for Registered Nurses and the Borich Needs Assessment Model. ResultsOf the 289 participants, 97.9 % were female, the mean age was 43.22, and the mean nursing career length was 19 years. Eleven duties were identified as nursing core competencies. Educational needs were highest for teaching-coaching, followed by clinical care and critical thinking and research aptitude, with interpersonal relations being the lowest. Critical thinking and research aptitude, clinical care, and professional development were identified as topics with high importance and educational needs. ConclusionsThe nursing core competencies reflect the emphasis on primary health care in the Kyrgyz Republic, while the educational needs were related to international nursing standards and national nursing education characteristics. The findings can be used to develop a bachelor's-level nursing curriculum in the Kyrgyz Republic to improve nursing care and contribute to improving the health status of the population.

정보·컴퓨터 부·복수전공 자격연수 참여 교사의 교육요구도 분석

Purpose: In response to future social changes, policies to implement information and computer teachers are being implemented and expanded. This study aimed to explore the improvements of training programs based on the needs of teachers who have completed the relevant qualification training. Methods: The needs were investigated using Borich's need analysis model, Locus for Focus model, and educational needs. In addition, for in-depth understanding of this, teachers' opinions were collected and analyzed by applying FGI. Results: Most of the participants participated in the training program with voluntary motives, and the inappropriateness of the 6-month training period was high. The demand for “artificial intelligence” and “physical computing” subjects was high. Conclusion: Considering the high demand for “artificial intelligence” as a result of a comprehensive analysis of educational needs, the graduate school of AI convergence education is proposed.

예비유아교사의 ESG 인지 유무에 따른 ESG 차이와 교육 요구도 분석

The purpose of this study is to analyze Environmental, Social, and Governance (ESG)differences and educational needs among pre-service early childhood teachers based on their ESG awareness. The subjects of the study are 113 students at A University in the Chungcheongbuk-do region. SPSS 25.0 and Excel programs were used to analyze the data. The data were analyzed using IPA, Borich Needs Model, and The Locus for Focus Model, and differences between current awareness levels and importance were examined using t-tests. The main findings are as follows: First, an analysis of the differences in current awareness levels of ESG based on the awareness of prospective early childhood teachers revealed statistically significant differences in current awareness levels of ESG and its subdomains, Environment and Social, whileno statistically significant difference was found in the current awareness level of Governance. The analysis of differences in the importance of ESG revealed that while there were no statistically significant differences in the importance of ESG and its subdomains, Environment and Social, there was a statistically significant difference in the importance of Governance. Second, the analysis of educational needs regarding ESG among prospective early childhood teachers who are aware of ESG resulted in common items derived from both the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. These include the necessity for transparent operation of early childhood education institutions, as follows: '12.Prevention of inappropriate succession in early childhood education institutions', '13.Prevention of unethical behaviors, such as embezzlement, by members of early childhood education institutions', '14.Efforts to maintain the soundness of the governance structure of early childhood education institutions'. Third, the analysis of ESG educational needs among prospective early childhood teachers who were previously unaware resulted in no common items between the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. However, the third priority item in Borich's analysis was prioritized in The Locus for Focus Model. Thus, while no common items were found between the two models, the third-ranked item in Borich's analysis was prioritized in The Locus for Focus Model, suggesting that '10.Establishment and execution of fair trade, anti-corruption, and ethical management policies for cooperative partners of early childhood education institutions'should be considered the top priority. The research findings underscore the necessity of developing a curriculum for early childhood education that incorporates subjects such as ethics, morals, philosophy, organizational behavior, leadership, and social responsibility to introduce ESG courses. Consequently, based on these findings, we propose integrating ESG principles into early childhood education from a managerial perspective.

대학생의 AI 교육 유무에 따른 디지털 학습역량의 차이 및 교육 요구도 분석

Objectives The purpose of this study is to examine the differences in digital literacy skills among university students based on their exposure to AI education. Additionally, the study aims to analyze the educational requirements associated with AI education. Methods To accomplish this, a total of 281 students enrolled in 4-year universities in Seoul and Chungcheong-do regions were selected as participants. The data was analyzed using SPSS 23.0 and the Excel program. The differences were analyzed using t-tests, and the educational requirements were examined through IPA, Borich Needs Assessment, and The Locus for Focus model. Results Based on the main results, First, we analyzed the difference in digital learning competencies between university students with and without AI education, andfound statistically significant differences in all subdomains exceptcommunication, which isthe current level of digital learning competencies, and creativity, which is important. Second, the analysis of the digital learning competency needs of university students with AI education experience shows that critical thinking is a key area of focus. The difference between the current level and the importance is statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. According to the Borich needs analysis, communication, critical thinking, and creativity are the most important. In the Locus for Focus Model, the first quadrant, HH zone, manifested as critical thinking. While no common sub-factors appeared in education priorities, critical thinking emerged as the second-highest priority in the Borich Needs Assessment. This suggests that university students with AI education experience may need support to enhance critical thinking skills. Third, the results of the analysis of the digital learning competency needs of university students without any prior experience in AI education are as follows. Critical thinking and creativity are the focus areas. The difference between the current level and importance was statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. The Locus for Focus Model shows that the first quadrant, HH, represents creativity and critical thinking, and the common factor with Borich's needs analysis is creativity. Therefore, ways to support them should be prioritized. Conclusions The research results indicate that support for education should be provided based on whether AI education is present or absent. Furthermore, I would like to propose effective measures to enhance the implementation of AI education.

Borich 요구도와 The Locus for Focus model을 활용한 대학생의 챗GPT 현 수준 및 중요도 분석

Objectives The purpose of this study is to analyze the perception level of university students regarding ChatGPT using the Borich Needs and The Locus for Focus model. Methods For this purpose, a total of 199 undergraduate students from University A in the metropolitan area were selected as participants, and the research was conducted using SPSS 25.0 and Excel software programs. Statistical significance was analyzed using t-tests to examine the differences between the current level and im-portance in IPA analysis.Borich'sNeeds and The Locus for Focus Model were examined in a 2x2 matrix, divided into four quadrants. Results The key findings of this study are as follows: First, in the IPA analysis, the reinforcement and maintenance area(HH) revealed 2 items related to understanding ChatGPT, 5items related to ChatGPT principles and applica-tions, and 1 item related to data and machine learning. The concentration management area(HL) included 1 item related to ChatGPT principles and applications, and 3 items related to data and machine learning. The low priority area(LL) consisted of 1 item related to understanding ChatGPT, 2 items related to ChatGPT principles and applica-tions, and 4 items related to social impact. The excessive area(LH) was characterized bybiaseddata in the social impact category. Second, it was found that the differences between importance and current level were higher in terms of importance for all items, except for those related to data bias. This difference was statistically significant. The priority order according to Borich's needs includes 'structuredand unstructured data', 'sensorsand perception', 'computer vision', 'concepts of AI agents' and 'conceptsand application learning of machines'. Third, The Locus for Focus model analysis revealed that the HH area consisted of 9 items, including 'speech recognition and language understanding', 'problem solving and exploration', 'representation and deduction of information', 'concepts and ap-plication learning of machines', 'concepts and application of artificial neural networks', 'data attributes', 'structured and unstructured data', 'classification models', and 'machine learning model implementation'. Fourth, a total of 6 items, including 'speech recognition and language understanding', 'representation and deduction of information', 'concepts and application learning of machines', 'concepts and application of artificial neural networks', 'structured and unstructured data', and 'classification models' were consistently rated as high priority and demanded the high-est attention. Conclusions The findings of this study indicate the need to explore ways to apply ChatGPT in education. Furthermore, it proposes a long-term education plan to enhance awareness of the social impact of ChatGPT and provide practical strategies for learning and applying it.

유아교사의 유아교육기관 ESG 인식 및 중요도에 따른 교육 요구도 분석

Objectives The purpose of this study is to explore the educational needs of early childhood educators based on the analysis of their current awareness levels and perceived importance of ESG, utilizing the Borich needs assessment and The Locus for Focus model. Methods For this purpose, a study was conducted with 202 kindergarten teachers in the metropolitan area(Seoul, Gyeonggi Province, Incheon) using SPSS 23.0 and Excel programs. Through IPA analysis, we identified areasin need ofimprovement and areasofexcess. We conducted a t-test to examine the difference between the current level and importance of ESG. Additionally, we determined the top priority for educational support by comparing the Borich needs assessment and The Locus for Focus Model. Results The main results are as follows, First, within the IPA framework, HH was categorized into four areas, all of which fall under the “S” domain. HL comprised a total of three areas, with two falling under the “E” domain and one falling under the “G” domain. LL also had a total of three areas, with one falling under each of the “E”, “S”, and “G” domains. LH consisted of four areas, with two categorized under the “E” and “G” domains. Second, The analysis of the difference between the current perception levels and importance of ESG items revealed statistically significant differences in the “E” domain. Specifically, there were significant differences inthe items related to ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ and ‘establishment of environmental performance evaluation systems in early childhood education institutions.’ In the “S” domain, there were statistically significant differences observed for the items related to the establishmentand implementation of policies for employee stability within early childhood education institutions, as well as the establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. Similarly, in the “G” domain, statistically significant differences were found for the items related to ‘public disclosure of management activities’ onthe website of early childhood education institutions and ‘prevention of inappropriate succession methods in early childhood education institutions.’ These differencesindicatethat these items are perceived as more important than the current level of awareness. According to the Borich Needs Assessment, the priority areas were ranked as follows:‘wasterecycling in early childhood education institutions,’ ‘prevention of inappropriate succession methods in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘public disclosure of the management activities on the early childhood education institution’ swebsite, ‘and’ establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions.' Third, According to the analysis of The Locus for Focus model, the HH domain consists of 5 items, including ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishment and implementation of policies for employee stability within early childhood education institutions,’ and ‘establishment and implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions,’ as well as ‘prevention of inappropriate succession methods in early childhood education institutions.’ Fourth, The results indicate a common priority for the followingitems

한의과대학 재학생의 한의사 역량에 대한 교육요구도 및 우선순위 분석

Objectives In 2015, the Institute of Korean Medicine Education & Evaluation undertook a study to develop a competency model for Doctors of Korean medicine, with the aim of transitioning the educational system of Korean medical colleges to a competency-based approach. Anticipating future societal changes, the research identifies educational needs for core competencies in Korean medicine, intending to enhance a competency-based curriculum for prospective doctors.
 Methods The study involved a survey of 44 students in Korean traditional medicine to investigate the importance and current implementation of core competencies. It utilized the Borich Needs Assessment and The Locus for Focus model to analyze the educational needs. Additionally, a survey was conducted to assess the competencies needed for traditional Korean medicine doctors in future.
 Results Results highlighted the highest educational needs in ‘Participating in Developing Policies for Public Health,’ ‘Finance & Human Resources Management,’ and ‘Manage Medications & Supplements.’ Conversely, lower needs were observed for ‘Participating in Public Health Events Locally & Nationally’ and ‘Learning & Research Activities.’ Essential competencies for future Korean medicine doctors included utilizing electronic medical records, understanding telemedicine technology, and proficiency in artificial intelligence and big data analysis.
 Conclusions The results showed a higher importance than implementation for all competencies, highlighting the need to review the current educational curriculum. Specifically, there is a need to cultivate competencies in traditional Korean medicine related to law, policy, and system involvement, and to enhance management skills as practitioners. The study also underscored the necessity of incorporating digital technology competencies for future Korean medicine doctors.The findings underscore the necessity for a curriculum redesign.

일반어린이집 교직원의 장애위험 영유아 지원 우선순위 인식 분석: Borich 요구도 및 The Locus for Focus Model을 중심으로

일반어린이집 교직원의 장애위험 영유아 지원 우선순위 인식 분석: Borich 요구도 및 The Locus for Focus Model을 중심으로

예비유아교사의 디지털 역량에 대한 교육요구도 분석

Objectives The purpose of this study was to investigate early childhood pre-service teachers’ educational needs for digital competency.
 Methods We developed questions for digital competency survey according to the purpose of this study. Educational needs were analyzed based on paired-sample test, Borich need assessment, and the Locus for Focus Model.
 Results The results of this study can be summarized as follows. First, “Digital Thinking Ability” and “Digital Educational Environment Operation” were found to be important considered areas among digital competency of early childhood pre-service teachers. Second, as a result of analyzing the top and second priority for each area, “Digital Citizenship”, “Digital Data Utilization”, “Digital Educational Environment Operation” and “Digital Utilization Communication” was the top priority with needs.
 Conclusions This study provides basic data for the digital competency support plan for early childhood pre-service teachers and educational direction in the teacher training process.

고학력 성인학습자가 기대하는 대학교육의 학습성과 탐색

This study aimed to examine the growing trend of adult learners with bachelor's degrees or higher returning to university education, prompted by the widespread accessibility to higher education. Additionally, it sought to explore the learning outcomes they expect from their re-engagement with university education. To achieve this goal, the perceptions of the importance of 16 learning outcomes and the current performance of universities were investigated among adult undergraduate students enrolled at a 4-year distance education university. The responses of 841 participants were analyzed using IPA(Importance-Performance Analysis), Borich Needs Assessment, and the Locus for Focus model. The analysis revealed that while there were high expectations for higher-order thinking skills, information technology proficiency, writing skills, and fostering civic awareness, there was a need for intensive improvement efforts by universities as they were not rated highly in current performance. Conversely, degree or certification attainment, achieving high grades, and acquiring general knowledge were identified as areas where universities are overly focused compared to the expectations of highly educated learners, indicating a need for improvement in university education strategies. Based on these findings, discussions and implications are presented.

Do male and female family forest landowners have different training needs? A case study from Georgia, United States

In the southern United States, female forest landowners (FeFLs) are an important stakeholder group as they make up 27% (about 450,000) of family forest landowners and hold 21% (about 30 million acres) of the total forestlands. Despite FeFLs' increasing role in forestry, they are less actively involved in forest management than male forest landowners. This could be attributed to a general lack of understanding about gender-based training needs in sustainable forest management. In this context, we surveyed 246 forest landowners in Georgia, a major forestry state in the United States, to gauge the levels of perceived knowledge and interest in learning about 12 forest management topics. We determined the competency gaps in forest management using the Borich's Needs Assessment Model. Our results indicate that the priority topics of training needs were consistent regardless of the landowners' forest management objective. Gender-based disparities highlighted that FeFLs had a significantly lower perceived knowledge level across 11 out of 12 topics than their male counterparts. Further, FeFLs required training in all 12 topics of forest management. The top five priority topics, in order, were tree disease management, forest insect pest management, timber taxes, nuisance wildlife management, and environmental education. To bolster the competency and capacity of FeFLs in sustainable forest management, we suggest implementing targeted training, encouraging peer-to-peer learning, and elevating female forestry professionals in Georgia and other states in the region.

Appraising competency gaps among UNESCO-designated heritage site actors in disaster risk reduction innovations

Communities residing in UNESCO-designated sites, characterised by outstanding universal values, face heightened vulnerability during disasters, necessitating innovative Disaster Risk Reduction (DRR) strategies. The critical role of well-equipped UNESCO site actors in DRR necessary for achieving the goals of broader international frameworks such as Agenda 2030 and the Sendai Framework for Disaster Risk Reduction (SFDRR) warrants this needs assessment study. This study uses a descriptive survey design to assess the competency gaps of UNESCO site actors, including managers and staff, for effective utilisation of DRR innovations (DRRI). Employing the Borich Needs Assessment Model and Ranked Discrepancy Model, an online questionnaire garnered 141 responses from 59 countries. Descriptive statistics, significance tests (at p < .05), correlation tests, Mean Weighted Discrepancy Scores, and Ranked Discrepancy Scores yielded noteworthy findings. Despite recognising the importance of DRRI, respondents demonstrated competence lags, emphasizing the need for tailored training programs. Competency gaps were identified across all 14 listed DRRI, with top priorities including disaster prevention radio, telemetry systems, unmanned aerial vehicles, GIS, remote sensing, resilient materials, and disaster risk insurance. Enhancing competencies in DRRI presents a strategic approach to bolstering disaster preparedness, management, and risk reduction efforts, aligning with global conservation and sustainability goals.

대학 수업의 생성형 AI 활용을 위한 교수의 교육요구 분석

Objectives The purpose of this study is to analyze the educational needs of professors for the educational use of generative AI in universities.&#x0D; Methods Data from 126 professors at K University in Seoul were collected online. The prioritization of educational needs in instructional design, teaching methods, and class evaluation areas was determined through reliability analysis, factor analysis, paired-sample T-tests, Borich's Needs Assessment, and The Locus for Focus Model.&#x0D; Results Among the areas of instructional design, teaching methods, and class evaluation, instructional design emerged as the highest in educational needs. Subfactors revealed that in instructional design, the ‘development of instructional materials’ and the ‘organization of instructional content’ were prioritized. In teaching methods, ‘project-based learning’ and ‘team-based learning’ took precedence. In class evaluation, ‘report assessment’ and ‘descriptive assessment’ rankings were high.&#x0D; Conclusions To enhance the integration of generative AI in university classes, prioritized support in the field of instructional design is essential. Specific support measures are proposed based on the research findings.&#x0D;

Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students.

The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs. This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model. In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease). We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

초등 예비교사의 지능정보사회 교사 역량에 대한 중요도와 실행도 차이 및 교육 요구도 분석

This study aims to provide implications for improving teacher education programs for elementary pre-service teachers by analyzing the importance and performance differences, as well as educational needs of their competencies in the intelligent information society. To achieve this, an online survey was conducted with 299 elementary pre-service teachers, and various analyses were performed, including paired sample t-tests, Importance-Performance Analysis (IPA), Borich needs analysis, and The Locus of Focus model analysis. These analyses identified competencies requiring enhancement and derived educational priorities for each competency. The results revealed, firstly, that all aspects of competencies for elementary pre-service teachers in the intelligent information society were statistically significantly higher in importance than in performance. Secondly, the analysis of the differences in importance and performance of competencies in the intelligent information society identified competencies falling under the ‘Concentrate Here' category, including development of teacher expertise (F), adptation to social paradigm shifts (F), and curriculum reorganization (D). Thirdly, according to Borich's need analysis and The Locus of Focus model analysis, the top educational needs among competencies for elementary pre-service teachers in the intelligent information society were adapting to changes in social paradigms (F) and development of teacher expertise (F) as the first priority, establishing and managing learning ecosystems (D) and interpreting and utilizing big data (E) as the second priority, and curriculum reorganization (D) and customized learning design (D) competencies as the third priority. Based on these results, the study discusses implications for improving teacher education programs for future teachers by understanding the competencies required for elementary pre-service teachers in the intelligent information society.

중등교사의 정서역량에 대한 교육요구도 분석

The purpose of this study was to examine the gap between the importance level and their current performance level of secondary school teachers' emotional competencies and to identify the priority of education to improve emotional competencies. Using the emotional competency scale for secondary school teacher, a survey was conducted involving 250 teachers. The collected data were examined using a t-test, Borich's need analysis and Hershkowitz criticality function to determine the priorities of the educational needs regarding emotional competencies. The results of the study are as follows. First, the performance levels of secondary school teachers were lower than the importance levels in all of competencies, with statistically significant differences in all areas. Second, the highest priority educational competencies include emotional regulation, emotional understanding and appraisal, communication, and positivity, primarily focusing on individual emotional competencies. The results of this study indicate that, in the development of emotional competency enhancement programs for secondary school teachers, it is important to prioritize the emotional competencies that enable teachers to regulate, manage, and accurately understand their own emotions.