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중등학교 진로전담교사 직무별 중요도-실행도 차이 분석(IPGA)을 통한 진로전담교사 지원 방향 연구
계진아(Jina Kye),구장회(Jang-hoe Ku),이민욱(Minwook Lee) 한국진로교육학회 2020 진로교육연구 Vol.33 No.1
본 연구는 중학교 및 고등학교 진로전담교사의 직무에 대해 인식한 중요도와 실행도 수준을 분석하여 진로전담교사의 원활한 직무 수행을 위한 지원 방향을 모색하였다. 최종 분석 대상은 2018년에 실시한 진로교육 현황조사의 중학교 진로전담교사 400명, 고등학교 진로전담교사 370명이었다. 진로전담교사의 12개 직무에 대한 중요도와 실행도 인식 수준의 학교 유형간 차이를 살펴본 결과, 9개의 직무에서 학교 유형 간 중요도 인식에 대한 차이가 있는 것으로 나타났고, 실행도는 10개의 직무에서 학교 유형 간 차이가 있는 것으로 나타났다. 진로전담교사의 직무에 대한 중요도-실행도 차이 분석(Important-Performance Gap Analysis: IPGA) 결과, 모든 학교 유형에서 진로전담교사의 직무 개선을 위하여 ‘학교 진로교육 기획 및 편성’, ‘진로 · 진학 관련 학생상담’ 등 4개의 직무에 집중이 필요한 것으로 나타났다. 아울러 진로전담교사의 직무 개선을 위한 지원 우선순위를 살펴본 결과, 중학교, 일반계고 및 특성화고에서 진로 · 진학 관련 학생상담 직무가 1순위로 나타났다. 이러한 결과를 바탕으로 진로전담교사 직무에 대한 인식 현황과 직무 개선을 위한 지원 방향을 논의하였다. This study investigated the importance and performance on tasks of career teachers in secondary school, and find out the support direction for career teachers to perform better their tasks. 400 middle school career teachers and 370 high school career teachers completed a questionnaire in the 2018 Career Education Status Survey. As a result of examining the differences among the school types of importance and performance awareness level on 12 tasks of career teachers, there was a difference of importance among school types in 9 tasks, and the difference of performance was found in 10 tasks. According to the importance-performance gap analysis (IPGA) on the tasks of career teachers, there is need to be concentrated on follow four tasks in all school types: ‘School Career Education Planning and organization’; ‘Student Counseling for Career and Academic Transition’ etc. In addition, as a result of examining the priorities for improving tasks for career teachers, the counselling task related to career and academic transition was the first priority in all school types. Based on these results, we discussed the current status of awareness on tasks of career teachers and the supporting direction for improving their tasks.
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고등학생 직업가치 잠재프로파일 유형과 영향요인 및 진로결정 차이 분석
계진아(Kye Jina),이민욱(Lee Minwook) 한국진로교육학회 2024 진로교육연구 Vol.37 No.2
The purpose of this study was to classify the work values of high school students, examine the characteristics of each type group, identify variables affecting work value types, and analyze differences in career decision-making according to each type. To achieve this, we used data from 2,252 second-year high school students who responded to the 5th year of the 1st grade cohort of the 2018 Korean Children and Youth Panel Survey(KCYPS). A three-step approach of latent profile analysis was conducted to classify the latent profiles. The findings revealed the followings: A three-step approach of latent profile analysis was conducted to classify the latent profiles: ‘stability-oriented and aptitude-focused type’ (49.4%)’, ‘overall high-importance type’ (34.0%), ‘work value contemplation type’ (12.3%), and ‘overall low-importance type’ (4.3%). Second, the individual variable affecting the latent profiles was found to be academic satisfaction, while the family factor was the frequency of career-related conversations with the mother. As for career activity factors, nine career activities, including ‘career and occupation’ classes, creative experience activities, career psychological and aptitude tests, and career-related club activities, were found to influence work value types. Lastly, among the latent profile types, the ’overall low-importance type’ exhibited higher levels of career decision-making compared to other groups. The implications of the study suggest the necessity for career education aimed at clarifying high school students’ work values, efforts to increase academic satisfaction, parent education to facilitate positive conversations with children, and setting directions for career activities that influence work value types.
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4년제 대학 인문·사회계열 졸업자의 복수전공 이수 여부 및 전공과 일의 일치 정도가 취업성과에 미치는 영향
계진아 ( Jina Kye ),곽용성 ( Yongsung Kwak ),한송이 ( Songee Han ),이민욱 ( Minwook Lee ) 인천대학교 사회과학연구원 2024 사회과학연구 Vol.17 No.1
The purpose of this study was to analyze the impact of whether graduates in humanities and social sciences from four-year universities completed a double major and the degree of alignment between their major and job on their initial employment outcomes. To achieve this, hierarchical regression analysis was conducted using the data from the 2019 Graduates Occupational Mobility Survey (GOMS). The major findings were as follows. First, among graduates in humanities and social sciences from four-year universities, the proportion of employed individuals with a double major was 22.4%, indicating a relatively low rate of double major completion. Second, the degree of alignment between the major and job was 2.83 points, falling short of a moderate level. Third, gender and GPA significantly influenced the initial employment outcomes, including regular employment status, wages, and job satisfaction. Those who had internship and vocational training experiences during their university years were more likely to secure regular employment and receive higher wages in their initial jobs. Fourth, the completion of a double major, the degree of alignment between the major and job, and the degree of alignment between double major and job were found to influence job satisfaction. This suggests that, rather than simply completing a double major, aligning the double major with the job is crucial for job satisfaction. It implies the importance of selecting majors in line with one’s career path when choosing a double major.
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