Earticle

본 연구의 목적은 대학 수업 중에 교수가 학생에게 하는 질문을 성인계속교육 관점에서 분석하여, 대학교수가 교육적으로 바람직한 방식으로 질문을 하는 데 어떤 시사점을 주는 지 살펴보는 것이다. A대학교 교수 36명을 대상으로 실제 수업에서 이루어진 질문-대답 상호작용을 분석한 결과, 도입 단계에서 하는 질문은 학습 흥미를 유발하는 데 별로 효과 가 없어 보였으며, 대부분의 질문은 기억과 이해 여부를 확인하려는 목적에서 이루어졌다. 수업내용에 대해 교수와 학생 간에 깊이 있게 토론하는 경우는 거의 나타나지 않았다. 교 수들은 질문 후에 학생의 답변을 유도하는 데 능숙하지 못했다. 교수들은 다양한 질문 유 형을 상황에 맞게 활용할 수 있도록 역량을 개발해야 할 필요성이 있음을 알 수 있었다. 성인학습자로서 대학교수가 교육적으로 바람직한 방식으로 질문하려면 질문 상황과 맥락 에 대한 성찰이 우선되어야 한다. 반성적으로 수업을 하는 교수는 항상 그리고 주의 깊게 자신의 수업을 되돌아보려고 노력할 것이다. 이러한 태도는 성인계속교육 학습자로서 대학 교수가 지녀야 할 바람직한 방향에 해당한다.

The purpose of this study is to analyze the questions that the professor gives to the students during the college class in terms of continuing education from the perspective of adult continuing education, and to examine what implications does the university professor have for asking questions in educationally desirable way. As a result of analyzing the question-and-answer interactions in the actual classes, thirty-six university professors showed that the questions at the introduction stage were not effective in inducing the learning interest. There were few cases of in-depth discussions between professors and students about the contents of the lessons. Professors were not proficient at inducing students' answers after the questions. Professors should found that there is a need to develop competencies in order to adapt various types of questions to the situation. As an adult learner, questioning situations and contexts should be prioritized in order to ask questions in a pedagogically favorable way. Professors who are reflective of the class will always and carefully try to look back at their class. This attitude is a desirable direction for university educators as adult continuing education learners.

Purpose: The aim of this paper is to develop a scale for measuring the perinatal bereavement care competence of midwives and assess its psychometric properties. Methods: The Perinatal Bereavement Care Competence Scale was developed in four phases. (1) Item generation: 75 items were formulated based on a literature review and interviews with midwives. (2) Delphi expert consultation: 15 experts evaluated whether the items were clear/appropriate/relevant to the questionnaire dimensions, and the items were optimized. (3) Pilot test: The comprehensibility, acceptability, and time required to complete the questionnaire by midwives were assessed. (4) Evaluation of reliability and validity: The scale was validated by initial item analysis, exploratory and confirmatory factor analyses, and internal consistency reliability and testeretest reliability. Results: The final scale consisted of six dimensions and 25 items: maintaining belief (three items), knowing (four items), being with (six items), preserving dignity (four items), enabling (five items), and self-adjustment (three items). Exploratory factor analysis yielded a six-factor structure that was consistent with the theoretical framework and explained 70.8% of the total variance. Confirmatory factor analysis indicated a good fit for the six-factor model. Cronbach's a for the scale was 0.931, and the test eretest reliability coefficient was 0.968. Conclusion: The Perinatal Bereavement Care Competence Scale is a valid and reliable instrument for measuring the competence of midwives in caring for bereaved parents who have experienced perinatal loss.

Purpose: The aim of this study was to develop a scale to measure nursing students' competence in managing violence from patients and relatives in the hospital where nursing students perform clinical practicum. Methods: Literature review and Delphi expert consultation were utilized to develop the content of the management of workplace violence competence scale (MWVCS). A convenience sample of 797 nursing students responded to the questionnaire. Exploratory factor analysis of the scale was performed. Internal consistency and testeretest reliability were examined. Results: The MWVCS consisted of 40 items with a five-point scale. Seven factors explained 63.2% of the total explained variance. The content validity index for the scale was .99. Cronbach's a of the scale was .96, and testeretest correlations were found to be ≥ .76. Conclusion: The MWVCS is a reliable and valid scale for nursing educators to assess the level of students' competence in violence management and to evaluate the effectiveness of education to enhance their ability to manage workplace violence.

Purpose: To develop and validate the short form of the Korean adaptation of the Cultural Competence Scale for Nurses. Methods: To shorten the 33-item Cultural Competence Scale for Nurses, an expert panel (N ¼ 6) evaluated its content validity. The revised items were pilot tested using a sample of nine nurses, and clarity was assessed through cognitive interviews with respondents. The original instrument was shortened and validated through item analysis, exploratory factor analysis, convergent validity, and reliability using data from 277 hospital nurses. The 14-item final version was cross-validated through confirmatory factor analysis, convergent validity, discriminant validity, known-group comparisons, and reliability using data from 365 nurses belonging to 19 hospitals. Results: A 4-factor, 14-item model demonstrated satisfactory fit with significant factor loadings. The convergent validity between the developed tool and transcultural self-efficacy was significant (r ¼ .55, p < .001). The convergent validity evaluated using the Average Variance Extracted and discriminant validity were acceptable. Known-group comparisons revealed significant differences in the mean scores of the groups who spent more than one month abroad (p ¼ .002) were able to communicate in a foreign language (p < .001) and had education to care for foreign patients (p ¼ .039). Cronbach's a was .89, and the reliability of the subscales ranged from .74 to .91. Conclusion: The Cultural Competence Scale for Nurses-Short Form demonstrated good reliability and validity. It is a short and appropriate instrument for use in clinical and research settings to assess nurses' cultural competence.

Purpose: To develop and psychometrically test the Korean version of the Cultural Competence Scale for Nurses (K-CCSN). Methods: A multi-phase questionnaire development method was used to develop the scale from November 2012 to April 2013. The item pool was generated based on literature review, existing scales and in-depth interviews. The content validity was evaluated twice by an expert panel. The scale validation was conducted with a convenience sample of 456 general hospital nurses recruited from five general hospitals and a nursing college in the Seoul Metropolitan Area of South Korea. The constructrelated and criterion-related validity and internal consistency reliability of the scale were tested. Results: The 33-item K-CCSN comprised four subscalesdcultural awareness, cultural knowledge, cultural sensitivity and cultural skillsdexplaining 53.96% of the total variance. The criterion-related validity was supported by a known-group comparison. The reliability analysis showed an acceptable-to-high Cronbach's alpha in total and for subscales ranging from .879 to .932. Conclusion: This preliminary evaluation of psychometric scale properties demonstrated acceptable validity and reliability. The K-CCSN is able to provide scientific and empirical data regarding the cultural competence of clinical nurses. However, further studies are needed to test the applicability of the scale in different settings and contexts.

이 연구는 발달장애인의 평생 직업능력 개발 관점을 중심으로 한국장애인고용공단 산하 발달장애인 훈련센터에 소속한 직업훈련교사의 수행역량 로드맵을 탐색하고자 실시되었다. 연구 방법은 유관 분야의 전문가들을 대상으로 참여관찰과 FGI를 병행하는 절차로 구성되 었으며, 참여관찰을 통한 저널쓰기와 FGI를 통한 응답 자료를 상호 종합하여 자료 수집 및 분석 작업을 실시하였다. 연구 내용은 한국장애인고용공단 산하 발달장애인 훈련센터에 근 무하는 직업훈련교사의 수행역량이 로드맵의 맥락과 수준에서 제시되었다. 이에 따라, 위 직업훈련교사의 수행역량은 크게 세 가지의 차원으로 제시되었다. 기초 인식 및 동기형성 역량, 교육 전문 역량, 행정 전문 역량이 그 결과이다. 그리고 세부적으로 위 세 가지의 상 위 역량과 관련해 하위적으로 발달장애 특수성 이해 역량, 개별화재활계획(IRP) 또는 개별 화중심계획(IBP) 기반 평생교육 융합 이해 역량, 사업체 직무 및 평생 직업자립 개발 역량, 일반화 기반 직무 가상현실(VR) 재구조화 기획 능력, 전문교사형 직업 교수학습 활용 역 량, 평생교육 및 고용서비스 간 순환 리더십 역량, 유관기관 간 협력체제 구축 및 운영 역 량이 제시되었다. 연구 결과를 통해, 한국장애인고용공단 산하 발달장애인 훈련센터는 발 달장애인의 성인기 전환을 위한 시발점의 수준에서 직업훈련의 중요성과 실제를 리더할 수 있는 위상과 정체성을 갖는 것으로 이해되었으며, 여기서 훈련센터에 소속된 직업훈련 교사의 수행역량이 로드맵의 수준과 맥락에서 구체화되는 여부가 최대 과제임을 분석할 수 있었다.

The purpose of this study is to explore the roadmap of performance competency of vocational training teachers belonging to TCPDD under the Korea Employment Agency for Persons with Disabilities, focusing on PDD's perspective on lifelong vocational competency development. The research method was composed of the process of participating observation and FGI with experts in related fields, and the data collection and analysis work was carried out by synthesizing the response data through FGI and journal writing through participant observation. The contents of the study were presented in the context and level of the roadmap for the competencies of vocational training teachers working at the TCPDD under the Korea Employment Agency for Persons with Disabilities. Accordingly, the performance competency of the above vocational training teachers was presented in three major dimensions. Basic cognitive and motivational competencies, educational professional competencies, and administrative professional competencies are the results. In detail, in relation to the above three upper competencies, competencies for understanding the specificity of developmental disabilities, competencies for understanding lifelong education convergence based on individualized rehabilitation plan (IRP) or individualized-based planning (IBP), competencies for business jobs and lifelong vocational self-reliance development, generalization-based job virtual reality (VR) restructuring planning competencies, competencies for utilizing professional teacher-type vocational teaching and learning, competencies for circulation leadership between lifelong education and employment services, and competencies for establishing and operating a cooperative system between related institutions were presented. Through the results of the study, it was understood that TCPDD under the Korea Employment Agency for Persons with Disabilities has the status and identity to lead the importance and practice of vocational training at the level of the starting point for the transition of PDD to adulthood, and it was analyzed that whether the performance capabilities of vocational training teachers belonging to TCPDD are embodied in the level and context of the roadmap is the biggest task.

This presentation describes efforts made by an instructor and his students to track student T&I progress in a fourth-year undergraduate course titled T&I Practicum during the fall semester of 2021. As is mostly the case, unfortunately, students who have gone through the same program do not make similar improvements; some excel and others less so. Through a fourth and final year course, it was deemed significant to provide a platform where students can examine their T&I competences and explore ways for improvement during their final year (that hopefully lays the basis for continuous development after graduation, leading to some form of lifelong learning). The underlying assumption is that feedback is more powerful and effective when customized and targeted towards certain individual student needs (enabling a more focused corrective feedback). For this, efforts to better understand students were taken. Having a clearer understanding of the process of each students’ interpreting ("what goes through their minds when interpreting") is key. The basic modes for communicating with students were: - student journals (Google doc): students analyze their T&I performances and identify the most important area that requires improvement and draft plans for future studies. - Interviews with students Taking a process-oriented approach (from cognitivism and assuming that identifying the cause(s) of errors is the first step of making improvements), this study examines the endeavors of 5 students (as well as the instructor). This presentation illustrates the efforts made to: - identify the strengths of individual students - point out area(s) of improvement - suggest ways for improvement (study methods, tasks).

This paper explores the integration of biblical values and character traits found in the Bible into the systematic design and delivery of study abroad programmes aimed at fostering global competency in undergraduate students. Global education has become a core subject in many undergraduate programmes worldwide, including in South Korea, due to increasing global interdependence and the consequent need to be educating students to be global citizens. However, to date, there has been a lack of systematic design and delivery in global education programmes, and this has resulted in disparities in the growth of participating students in terms of their global competency. An additional absence in research and practice in the global education field is the exploration of the potential of biblical values to inform how educators design global competency programmes. The paper presents the findings from a study abroad programme for Korean college students in the United Kingdom, in which biblical principles were applied to develop students’ understanding of multiculturalism. Although the objectives of global education curricula are often narrowly defined in the pursuit of creating a global and technology-savvy workforce, the findings demonstrate that the integration of biblical values holds potential to facilitate students’ personal growth in a broad range of areas as part of the global education experience. This study aims to open up a broader conversation among Christian educators on how global education programmes might benefit from the integration of religious values, as part of a more systematic approach to programme design and delivery.

본 연구는 해외인턴쉽의 외국어능력 발전에 미치는 영향을 고찰하기 위해 15주간 해외인턴쉽 프 로그램에 참여한 10명의 한국대학생들이 작성한 영작문의 변화를 조사하였다. 자료수집을 위해 참여학 생들은 인턴쉽 전후로 영작문 하나씩을 작성하였다. 수집된 자료를 이용해 두 영작문의 구성요소 및 어휘 사용면의 변화들을 분석하였고, 이어 통계분석도 실시하였다. 본 논문의 결과에 의하면, 참가 자들이 인턴쉽 이후에 더 많은 수의 문장들을 사용하였고, 문장들이 더 길어졌으며, 아울러 더 복잡 한 구조의 문장을 생성한 것을 알 수 있다. 또한 어휘의 유창성과 사용능력이 증가하였고 문장 내 에 다음절의 다양한 유형의 단어들이 사용되었다는 것을 알 수 있다. 본 연구는 해외인턴쉽이 외국 어능력 향상에 유용하다는 것을 나타낸다. 따라서 글로벌 경쟁력 제고를 꾀하는 중소기업들은 생산 성, 품질 등 산업적 능력 제고뿐만 아니라 해외인턴쉽과 같은 훈련프로그램을 통해 인적자원의 글 로벌 역량도 강화할 필요가 있겠다.

In an attempt to shed light on the effects of overseas internships on foreign language development, this study investigated the differences in English compositions written by 10 Korean university students who joined an overseas internship program for 15 weeks. For data collection, the participants each wrote an English composition before and after the internship. Data collected was analyzed to discern differences in the two writings, and statistical analyses were carried out of the results. Results showed that the participants appeared to have attained lexical fluency, generating longer sentences embedded with multisyllabic, more diverse types, more complex and less redundant words in more complicated structures after the internship. This study revealed that overseas internships facilitated the growth of linguistic abilities. Korean SMEs need to enhance the global capacity of their human resources via overseas internships to strengthen their global competitiveness, apart from improving their industrial competencies such as productivity and product quality.

The purpose of this study was to develop and validate a measurement tool for assessing university students’ social and emotional competence in the context of a changing higher education environment. To achieve this goal, preliminary items were constructed based on a review of previous studies and expert consultation, and both a pilot test and a main survey were conducted with university students across the country. Exploratory factor analysis revealed that social and emotional competence consisted of five factors, that is to say, self-understanding, self-regulation, relationship management, social adaptation, and emotional adaptation. Confirmatory factor analysis further verified the model’s goodness of fit and construct validity. The results indicated that university students’ social and emotional competence reflects not only developmental characteristics but also the requirements of social and emotional adaptation within university life. Accordingly, the developed scale can serve as an empirical basis for objectively diagnosing students’ levels of social and emotional competence and can provide foundational data for establishing various student support systems, including coaching, career guidance, learning support, and extracurricular programs. Furthermore, by comprehensively understanding social and emotional competence, this study contributes to the design of educational intervention models that promote the enhancement and development of such competencies among university students.

본 연구는 S대학교 교양교과목으로 「글로벌 이슈와 시민역량」의 개발과 운영에 대한 사례연구이다. 글로벌화의 가속화와 이에 따른 다양한 글로벌 이슈가 발생하고 있으며 초·중등교육을 넘어서 고등교육에서도 세계시민교육이 점점 더 중요해지고 있다. 본 교과 목은 문헌조사, 수요조사, 교육과정심의회의를 통해서 S대학교 교양 선택과목으로 개발되 어 운영되고 있다. PBL방식의 팀프로젝트, 하부르타 토론, 강의 등의 교수법을 적용한 역 량기반 교과목으로 학습자의 설문 조사 결과에 비추어 볼 때 글로벌 이슈에 대한 이해 및 글로벌 시민역량을 비롯하여 융합역량, 문제해결역량의 향상이 있는 것으로 나타났다. 본 연구는 「글로벌 이슈와 시민역량」교과목 개발 사례를 제시하여 글로벌 시민교육 교과목 을 개발하거나 운영하는데 있어 기초자료를 제공하였고, 본 교과목의 개선 방향에 대해 살 펴보았으며, 교양교과목으로서 글로벌 시민교육 교과목 개발하고 운영에 관한 시사점에 대 해 논의하였다. 빠르게 성장하는 기술과 정보의 홍수, 4차 산업혁명 물결의 확산, 코로나로 인한 전세계적인 팬데믹 등의 변화의 상황에서도 글로벌화는 지속될 것이고, 이전과는 다 른 형태의 글로벌화를 준비해야할 필요가 있다. 대학생들에게 이와 같은 변화의 상황에서 글로벌 이슈를 파악하고 글로벌 시민 역량을 키울 수 있는 다양한 교육 경험이 제공되어 야 할 것이다.

This study is a case study on the development and operation of 「Global Issues and Civic Competency」 as a geneal education subject at S University. Globalization is accelerating and various global issues are occurring, and global citizenship education is becoming more and more important in higher education beyond elementary and secondary education. This course has been developed and operated through literature research, demand survey, and curriculum deliberation meeting. It is a competency-based subject that applies teaching methods such as PBL-style team projects, havruta discussions, and lectures. In light of the learner's survey results, understanding global issues and global citizenship, as well as improving convergence and problem-solving abilities appeared to be advanced. This study provided basic data for developing or operating global citizenship education courses by presenting development examples of 「Global Issues and Citizenship Competency」. Also, this study examined the directions for improvement of this course, and provided implications for development and operation global citizenship education courses as liberal arts courses.

본 연구는 사회과 예비교사를 대상으로 2025학년도 2학기 「사회과 교재 연구 및 지도법」 강좌에서 백워드 설계에 따른 개념 기반 탐구 수업 설계 실습을 운영하고, 예비교사의 수업 설계 단계별 경험과 수업 설계 인식 및 역량 변화를 분석하는 데 목적이 있다. 연구 결과는 다음과 같다. 첫째, 예비교사들은 학습 목표 설정, 수행 과제 및 평가기준 설계, 본질적 질문 조직 과정에서 어려움과 성취를 동시에 경험하였다. 특히 목표진술, 목표증거 간 정렬, 질문 수준 조정에서 어려움을 겪었으나, 이를 구체화하는 과정에서 설계의 방향성과 수업 구조가 명료해지는 성취를 경험하였다. 둘째, 수업 설계에 대한 인식은 내용 중심·단일 차시 중심·교사 중심의 접근에서 벗어나 목표 중심·대단원 중심·학습자 중심으로 전환되었다. 또한 수업을 단편적 활동의 나열이 아니라 목표평가학습 경험이 정합적으로 연결된 구조적 과정으로 이해하게 되었다. 셋째, 수행 과제와 평가 기준을 중심으로 수업을 설계하는 과정에서 정합성에 대한 이해가 심화되었으며, 학습 활동이 보다 체계적으로 조직된다고 인식하였다. 동시에 시간 제약, 학습자 수준 고려, 평가 운영 등 실제 적용과 관련된 어려움도 함께 제시되었다.

This study explored pre-service social studies teachers’ experiences throughout the stages of backward design and changes in their perceptions and competencies related to lesson design. The findings are as follows. First, pre-service teachers experienced both challenges and accomplishments in setting learning goals, designing performance tasks and assessment criteria, and developing essential questions. In particular, they struggled with articulating learning goals, aligning goals with evidence, and adjusting the level and structure of essential questions. However, through the process of revising and refining their designs, they reported gaining greater clarity regarding the direction and overall structure of instruction. Second, their perceptions of lesson design shifted from content-centered, single-lesson, and teacher-centered approaches toward goal-oriented, unit-based, and learner-centered perspectives. They also came to understand lesson design not as a sequence of discrete activities, but as a coherent process in which goals, assessment, and learning experiences are systematically aligned. Third, designing lessons around performance tasks and assessment criteria deepened their understanding of alignment and helped them organize learning activities more systematically. At the same time, they identified practical challenges related to time constraints, differences in student readiness and participation, and the implementation of assessment practices.

본 연구는 사회과 예비교사를 대상으로 2025학년도 2학기 「사회과 교재 연구 및 지도법」 강좌에서 백워드 설계에 따른 개념 기반 탐구 수업 설계 실습을 운영하고, 예비교사의 수업 설계 단계별 경험과 수업 설계 인식 및 역량 변화를 분석하는 데 목적이 있다. 연구 결과는 다음과 같다. 첫째, 예비교사들은 학습 목표 설정, 수행 과제 및 평가기준 설계, 본질적 질문 조직 과정에서 어려움과 성취를 동시에 경험하였다. 특히 목표진술, 목표증거 간 정렬, 질문 수준 조정에서 어려움을 겪었으나, 이를 구체화하는 과정에서 설계의 방향성과 수업 구조가 명료해지는 성취를 경험하였다. 둘째, 수업 설계에 대한 인식은 내용 중심·단일 차시 중심·교사 중심의 접근에서 벗어나 목표 중심·대단원 중심·학습자 중심으로 전환되었다. 또한 수업을 단편적 활동의 나열이 아니라 목표평가학습 경험이 정합적으로 연결된 구조적 과정으로 이해하게 되었다. 셋째, 수행 과제와 평가 기준을 중심으로 수업을 설계하는 과정에서 정합성에 대한 이해가 심화되었으며, 학습 활동이 보다 체계적으로 조직된다고 인식하였다. 동시에 시간 제약, 학습자 수준 고려, 평가 운영 등 실제 적용과 관련된 어려움도 함께 제시되었다.

This study explored pre-service social studies teachers’ experiences throughout the stages of backward design and changes in their perceptions and competencies related to lesson design. The findings are as follows. First, pre-service teachers experienced both challenges and accomplishments in setting learning goals, designing performance tasks and assessment criteria, and developing essential questions. In particular, they struggled with articulating learning goals, aligning goals with evidence, and adjusting the level and structure of essential questions. However, through the process of revising and refining their designs, they reported gaining greater clarity regarding the direction and overall structure of instruction. Second, their perceptions of lesson design shifted from content-centered, single-lesson, and teacher-centered approaches toward goal-oriented, unit-based, and learner-centered perspectives. They also came to understand lesson design not as a sequence of discrete activities, but as a coherent process in which goals, assessment, and learning experiences are systematically aligned. Third, designing lessons around performance tasks and assessment criteria deepened their understanding of alignment and helped them organize learning activities more systematically. At the same time, they identified practical challenges related to time constraints, differences in student readiness and participation, and the implementation of assessment practices.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

본 연구에서는 고등학생이 인식하는 학업적 그릿과 진로개발역량 관계에 대한 학습전략 수준의 조절효과를 탐색 하였다. 본 연구의 대상은 D 광역시 소재 고등학생 573명이었으며, 주요 분석 방법은 신뢰도분석, 상관분석, K-평균 분석분석 및 위계적 회귀분석이었다. 연구결과, 학업적 그릿은 진로개발역량에 정적 영향을 미쳤으며, 또한, 학업전략 수준은 학업적 그릿과 진로개발역량의 관계를 조절한다는 점을 확인하였다. 이러한 결과는 고등학생에게 진로개발역량 향상을 위해서는 학습전략 수준을 고려한 학업적 그릿 프로그램을 제공할 필요성을 시사한다. 향후 연구에서는 학업적 그릿과 진로개발역량 관계에 대한 개인배경이나 관련 변수를 활용한 조절 및 매개효과 분석, 이들 관계에 대한 이론적, 논리적 구조 관계를 밝히는 문헌연구, 학업적 그릿의 진로개발역량 향상에 영향을 미치는 맥락과 관련 변인 간 이론적 구조를 밝히는 질적 연구 등이 요청된다.

The purpose of this study was to explore the moderating effect of learning strategy levels on the relationship between academic grit and career development competence perceived by high school students. The sample for this study comprised 573 high school students, and data analysis was conducted mainly using reliability analysis, correlation analysis, K-mean cluster analysis, hierarchical regression analysis. The results of the study showed that the learning strategy levels moderated the relationship between academic grit and career development competence. This study suggest it is necessary to provide grit enhancement programs coupled with learning strategy levels in order to facilitate career development competence. The future studies need to explore the literature review for logical relationship between academic grit and career development competence, the qualitative approach for drawing on the theoretical models among the related variables, and the relational research to explore mediating or moderating effect of the individual backgrounds and related variables on the relationship between academic grit and career development competence.

본 연구는 중등 학교장에게 요구되는 역량을 규명하는 연구로 학교장의 직무와 역할 수행에 필요한 핵심역량이 무엇이며, 학교장이 인식하고 있는 역량 수준은 어떠한가를 연구하였다. 이를 위해 델파이 기법으로 핵심역량지표를 개발하고 설문조사로 배경변인별로 역량 수준과 현재보유와 미래필요 역량에 대한 차이를 비교 분석하였다. 연구 결과 첫째, 학교장의 핵심역량은 ‘직무 역량군’과 ‘리더십 역량군’ 체제로 12개의 역량과 52개 역량지표로 구성하였다. 둘째, 핵심 역량 지표에 대한 설문조사 결과, 배경변인에 따라 남녀교장 그리고 국공립과 사립 교장 사이에는 유의한 차이가 있었으며, 현재 보유 역량보다 미래 필요 역량에 대한 요구가 그리고 리더십 역량군보다는 직무역량군에 대한 교육요구가 훨씬 많고 높았다. 향후 학교장의 핵심 역량을 강화하기 위한 국가 수준의 ‘표준 도구’ 개발과 ‘학교장 역량 지원 센터’ 설립 등이 요구된다.

The purpose of this study was to identify core competencies of Secondary School Principles. It was studied what were core competencies for job and role performance of Principles and what was the competency levels which Principles recognized. Through the Delphi technique, Core competence indicators were developed and , on the basis of the survey, the level of competency of each background variable was analyzed in comparison of difference between present-retained competencies and future–desired competencies. The results of this study are as follows. First, the core competencies of Principles arethe system of job-related competency clusters and leadership-related competency clusters, and they are composed of 12 competencies and 52 competencies indicators. Second, the survey for the core competencies indicators reveals that there are significant differences according to background variables; gender and school types and that principals have much more educational needs to developing future–desired competencies than present-retained competencies. Also, educational needs for job-related competencies were much higher than leadership-related competencies. This research suggests that the development of national 'standardized instrument' and the establishment of 'Competence Support Centers for Principals' should be preceded to strengthen the core competencies of principals.