Educational Needs Assessment on School Consultant

다국어 초록 (Multilingual Abstract)

This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively.
Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

다국어 초록 (Multilingual Abstract)

This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively.
Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

참고문헌 (Reference)

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