교육대학원 학생의 만족에 관한 구조분석

A Structural Analysis of Student-Satisfaction Quality for Graduate School of Education

본 연구는 고등교육기관평가의 척도를 교육수요자의 관점에서 재구성하여 교육 대학원의 발전방향을 제시하기 위한 검증적 관점을 포함하고 있으며, 교육대학운이 교육수요자의 요구에 반응하는 살아있는 조직으로서 활동하기 위한 교육수요자의 의견의 영향력에 관한 연구이다.

Stakeholder in the Graduate School of Education concerns about the quality of the Graduate School of Education in merits of teacher education. This study converts the quality problem of Graduate School of Education primarily into questionnaire to find the relationships in variables, especially by use of quantitative measure. To analyze the relationship of these factors, structural equation modeling (SASCALIS and AMOS) with Korean university students evaluation of university quality. After reviewing past research suggests the existence of three latent variables in student evaluation: (1)students' job-related satisfaction (2) students' academic-related satisfaction and (3) students' overall satisfaction. First, the overall satisfaction is made up of the followings:1) Recommendation of their university, 2) Development possibility of their university, 3) Personal self-satisfaction, 4) Stepping store for self-realization, 5) Cost of university life, 6) Time value of university life, and 7) Opportunity cost for university life. Second, the career developmental satisfaction consist of the followings: 1) Advantage of work-situated research 2) Increasement of teaching ability 3) Increasement of work ability 4) Increasement of professionalism and 5) Increasement of opportunity of Promotion. Third, the educational development satisfaction is comprised of the followings: 1) Understanding of major area, 2) Knowledge acquiring skills, 3) Interdisciplinary study, 4) Intellectual stimulation, 5) Satisfaction of university curriculum, and 6) Trustiness of university education. As results, this study have some implications for Graduate School of Education. The first implication is that educational sector is more important than job-related sector in order of educational investment. Another implication is need of innovation of university curriculum. The third implication is need of creative teaching and homework for obtaining systemic knowledge. The Final implication is need of practical teaching on the base of educational area.