교육공무직원 역량 개발을 위한 교육요구도 분석: 경기도교육청을 중심으로
Analysis of Educational Needs for Competency Development of Educational Officials: Focusing on Gyeonggi-Do Office of Education
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본 연구의 목적은 경기도 교육공무직원으로서 갖추어야 할 기본 자질 및 태도와 관련된 기반역량과 직무수행에 필요한 직무역량을 도출하고, 교육요구도 분석을 통해 역량 개발 방안을 모색하는것이다. 이와 같은 연구목적들 달성하기 위해 먼저, 교장 2명 및 교감 1명, 행정실장 3명, 교무부장3명, 교육공무직원 12명을 대상으로 인터뷰를 실시하여 경기도 교육공무직원의 역량 pool을 구축하였으며, 설문조사를 통해 우선순위와 선호 교육방법을 분석하였다. 설문 표집은 경기도 소속 25개의 교육지원청을 계층으로 구분하여 학교급(초·중·고)별로 전체학교의 15%를 표집하였다. 이를통해 총 455부를 회수하였고, 이 중 451부의 유효 자료를 분석에 활용하였다. t검증, 보리치(Borich)요구도 및 The Locus for Focus Model을 통해 역량의 우선순위를 파악하였고, 기초 통계 분석을통해 선호 교육 방법을 분석하였다. 분석결과, 기반역량 중 1순위와 2순위는 유연성과 자아존중감으로 나타났고, 직무역량 중 1순위와 2순위는 의사표현력과 현장지향성으로 나타났다. 선호하는 교육형태로는 온·오프라인 혼합학습이 가장 높은 비중을 차지하였고. 교육 장소는 지역교육지원청,교육 시기는 여름방학과 겨울방학 중을 선호하는 것으로 나타났다. 연구 결과를 바탕으로 경기도교육공무직원의 역량개발을 위한 방안들을 제시하였다.
Abstract
The purpose of this study is to derive the basic and job competencies that educational officialsare equipped with in Gyeonggi-do and to seek ways to develop their competency through theanalysis of educational needs. To this end, first, interviews were conducted with two principals,one vice-principal, three administrative department heads, three heads of school affairs, and 12educational officials and established a competency pool of educational officials. Then, through asurvey, we looked at the priorities of competencies and preferred teaching methods. The surveytargets were divided into 25 educational support offices in Gyeonggi-do, and 15% of all schoolswere sampled by school level (elementary, middle, and high). Of the total 455 copies collected,451 copies with valid responses were used for analysis. The priority of competency was analyzedusing t-test, Borich demand, and The Locus for Focus Model, and the preferred education methodwas analyzed using descriptive statistics. The results shows that the 1st and 2nd ranks of thebasic competencies were flexibility and self-esteem, and the 1st and 2nd ranks of the jobcompetencies were the ability to express intention and the field orientation. The preferred formof education was a blended learning using both online and offline, the preferred place ofeducation was the regional education support office, and the preferred education period wassummer vacation and winter vacation. Based on the results, strategies for competencydevelopment of educational officials were presented.
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