ScholarWorks@숙명여자대학교

초록

The purpose of this study is to analyze the importance and implementation of teacher competencies in order to identify those competencies that are prioritized in the context of changing educational environments. Based on these findings, the study aims to draw policy implications related to the development of teacher professionalism. To achieve this, a survey was conducted with a total of 1,601 participants, including 954 in-service teachers and 647 pre-service teachers across the country. The study employed methods such as Borich's needs analysis, the Locus for Focus model, and Importance-Performance Analysis (IPA) to derive the most prioritized teacher competencies. The results confirmed that competencies traditionally regarded as important—such as understanding students, subject knowledge, classroom management, communication, and instructional design—continue to be highly valued. However, in terms of the performance of teacher competencies, competencies such as understanding the school environment, interdisciplinary teaching, career guidance, understanding educational policy, teaching practice, and classroom management were evaluated relatively low. Additionally, our findings indicated that classroom management, understanding students, and instructional design were the highest-priority competencies with the greatest demand. Based on these findings, the study offers policy implications for educational authorities and teacher education institutions.

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