성인학습자의 개인 특성에 따른 취업의지, 구직효능감과 취업준비행동의 차이에 관한 연구

A study on the Differences in Willingness to Work, Job-Seeking Efficacy and Job Preparation Behaviors based on Adult Learners' Individual Characteristics

본 연구는 SW직업교육에 참여한 학습자 217명의 설문응답 결과를 바탕으로 학습자의 개인 특성(전공, 경력, 성별)에 따른 취업의지, 구직효능감, 취업준비행동의 인식차이를 살펴보고 각 요인 간의 관계를 분석하고자 하였다. 이를 위해 SPSS 28.0을 활용하여 t검정과 다중회귀분석을 실시한 결과, 전공과 경력에 따른 성인학습자의 취업의지, 구직효능감, 취업준비행동에 대한 인식 차이가 나타나지 않은 반면 성별에 따라 구직효능감, 취업준비행동에 대한 인식 차이를 확인하였다. 또한 취업의지, 구직효능감이 취업준비행동에 미치는 회귀모형을 살펴본 결과 모두 적합하게 나타났으며 전공자, 무경력자, 남자 학습자의 경우 취업의지는 취업준비행동에 영향을 미치지 않는 것으로 나타난 반면 비전공자, 경력자, 여자 학습자는 취업의지, 구직효능감 모두 취업준비행동에 영향을 미치는 것으로 나타났다. 이 연구를 통해 개인 특성에 따른 차이점을 발견할 수 있었으며 SW직업교육에 참여한 학습자의 취업준비행동을 강화하기 위해 취업의지와 구직효능감을 높일 수 있도록 훈련기관의 노력이 필요함을 시사한다.

This study aimed to examine the perception differences in willingness to work, job-seeking self-efficacy, and job preparation behaviors among 217 learners participating in SW vocational education, based on their individual characteristics such as major, work experience, and gender. Using SPSS 28.0, t-tests and multiple regression analysis were conducted. The results revealed no significant perception differences in willingness to work, job-seeking self-efficacy, and job preparation behaviors based on major and work experience. However, differences in perception were observed based on gender, specifically in job-seeking self-efficacy and job preparation behaviors. The regression models examining the impact of willingness to work and job-seeking self-efficacy on job preparation behaviors were found to be suitable. It was found that willingness to work does not influence job preparation behaviors for individuals with a major and no work experience, as well as male learners. On the other hand, for non-major learners, individuals with work experience, and female learners, both willingness to work and job-seeking self-efficacy were found to influence job preparation behaviors. This study identified differences based on individual characteristics and highlights the need for training institutions to enhance learners' job preparation behaviors by fostering willingness to work and job-seeking self-efficacy, particularly in the context of SW vocational education.