This study has started from the recognition that the entering graduate school of the people who work in social welfare would signifies their expert development which would be accompanied by their identity being lifted to offer ultimately their subject...
This study has started from the recognition that the entering graduate school of the people who work in social welfare would signifies their expert development which would be accompanied by their identity being lifted to offer ultimately their subjects qualified social welfare service. Accordingly, the goal of this study lies in finding out what graduate school should practice to fulfill the users' need by grasping educational satisfaction of the social workers currently attending special graduate school and their demand level for graduate school curriculum and by confirming the factor affecting the identity of the specialized job & its level.
127 people attending social welfare related special graduate schools at Daegu, Gyeongbuk, Busanm Gyeongnam areas as the workers in social welfare facilities
were chosen to survey and analysis the influence of the identity of the profession and general traits such as sex, age, attended terms, and work environmental traits such as institutes' pattern, position, their grade as the social worker, whether they major in social welfare, motivation of entering graduate school, the level of demand for curriculum, and educational satisfaction on the identity of the profession. Following are the results.
First, the inquiry into the differences in their motivation for entering graduate school depending on general characteristics & occupational environment
characteristics showed significant differences in the attended terms of graduate school and in subfactor of the motivation for graduate school entering showed their activity oriented motivation significantly different from the graduate school attended terms, position, their grade as the social workers.
Second, the inquiry into their educational satisfaction depending on general & occupational characteristics showed statistically insignificant differences in sex, age, graduate school's attended terms, institutes' pattern, post and grade as the social workers and whether they major in social welfare. Third, he inquiry into the identity of the profession depending on general & occupational characteristics showed a significant differences in only institutes' pattern.
Fourth, the inquiry into their educational satisfaction depending on the motivation for entering graduate school showed a significant differences in educational satisfaction from motivation for entering graduate school and especially, considerable differences existed in goal oriented motivation, the subfactor of educational satisfaction and learning oriented motivation.
Fifth, the inquiry into the identity of the profession goes with their educational satisfaction showed statistically significant differences in every subfactor of educational satisfaction such as the curriculum, network, school image areas
Sixth, the practice of regression analysis in search for the major factors affecting the identity of the social workers and their relative influence showed the curriculum area among institutes' pattern, the subfactor of the motivation for entering graduate school such as activity oriented motivation, goal oriented motivation, learning oriented motivation, educational satisfaction appeared to be influential on the identity of the profession.
Seventh, the inquiry into the level of demand of the workers in social welfare facilities for the graduate school curriculum showed that they preferred twice a week less then 60 minutes per time as the class hour and form, and various ways of class such as professor's lecture + discussion based learning + seminar(students' presentation) and the number of students to be about 15. Besides, they felt that writing thesis is necessary in graduate school curriculum showing their preference for optional subjects to required subjects.
Based on the study results above, the strategies, to improve the educational satisfaction & identity of the profession of the workers in social welfare facilities as the students attending special graduate schools, were prepared as below
First, the role of the social welfare education of each course under the reality of the plenty of the overlap of subjects and their contents due to unclear
curriculum for bachelor's, master's and doctor's course in special graduate school, should be modified into the way to clear that
Second, the special graduate schools have to check out the demand of the social workers and analyze it to reflect it on the curriculum composition. The optional subjects preferred by the workers in social welfare facilities should be focused instead of required subjects centered current curriculum in open of curriculum for the purpose of widening the subjects selection, along with open of optional subjects as required subjects for the social worker who need to obtain certificate to complete the subjects necessary for the acquisition of certificate.
Third, the whole graduate school education should be improved through the ways such as special lecture etc to increase educational environment, lecture quality, student welfare and educational accomplishment, keep and develop the students' close mutual relationship practicing the education students really want as the way of fulfilling their educational satisfaction.