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미용교육에서 교사의 비언어적 의사소통과 학습자의 학습몰입도, 전공만족도의 관계

Relationship Between Teacher's Nonverbal Communication, Learning Immersion, and Major Satisfaction in Beauty Education

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초록

The purpose of this study was to empirically verify the effect of nonverbal communication of beauty teachers on learning commitment and major satisfaction of learners. A survey was conducted on 330 learners with experience in beauty education. The relationship between sub-factors of nonverbal communication (body language, similar language, teaching space language, image language) and learning commitment (cognitive commitment, behavioral commitment) and major satisfaction (teacher behavior, teaching environment, teaching effect) was analyzed. Nonverbal communication was confirmed by variance analysis, correlation analysis, and regression analysis to have a significant positive (+) effect on learning commitment and major satisfaction, and that learning commitment mediated the relationship between them. Specifically, it was found that language use similar to the teaching space language had a positive effect on learning commitment and major satisfaction. This suggests that beauty teachers can increase learning commitment and major satisfaction if they use nonverbal communication tailored to learner characteristics.

Abstract

The purpose of this study was to empirically verify the effect of nonverbal communication of beauty teachers on learning commitment and major satisfaction of learners. A survey was conducted on 330 learners with experience in beauty education. The relationship between sub-factors of nonverbal communication (body language, similar language, teaching space language, image language) and learning commitment (cognitive commitment, behavioral commitment) and major satisfaction (teacher behavior, teaching environment, teaching effect) was analyzed. Nonverbal communication was confirmed by variance analysis, correlation analysis, and regression analysis to have a significant positive (+) effect on learning commitment and major satisfaction, and that learning commitment mediated the relationship between them. Specifically, it was found that language use similar to the teaching space language had a positive effect on learning commitment and major satisfaction. This suggests that beauty teachers can increase learning commitment and major satisfaction if they use nonverbal communication tailored to learner characteristics.

참고문헌 (36)

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