A study on the results of teaching competency diagnosis of K university using structural equation model
Hyun Seok Choi1 · Jinhwa Chung2 · Jeongcheol Ha3
1Center for Educational Performance, Keimyung University
2Major in Economics and Finance, Keimyung University
3Major in Statistics, Keimyung University
2Major in Economics and Finance, Keimyung University
3Major in Statistics, Keimyung University
Correspondence to: 1 Assistant professor, Center for Educational Performance, Keimyung University, Daegu 42601, Korea.
2 Associate professor, Major in Economics and Finance, Keimyung University, Daegu 42601, Korea.
3 Professor, Major in Statistics, Keimyung University, Daegu 42601, Korea. E-mail: jeicy@kmu.ac.kr
2 Associate professor, Major in Economics and Finance, Keimyung University, Daegu 42601, Korea.
3 Professor, Major in Statistics, Keimyung University, Daegu 42601, Korea. E-mail: jeicy@kmu.ac.kr
Received July 15, 2022; Revised August 9, 2022; Accepted August 16, 2022.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
- Abstract
- In this study, we divide the questions of K University’s teaching competency diagnosis into six areas, and analyze the relationship between latent factors with a structural equation model. As a result of the analysis, the path of course planning → course methodoly, course methodoly → motivation, course methodoly → interaction, course methodoly → course management was found to be statistically significant, but course management → course achievement was not statistically significant. In the analysis by position, it was found that the path of interaction → course achievement was not significant in the full professor group, and the path of motivation → course achievement was not significant in the adjunct professor group. Since interest in teaching, educational experience, and educational philosophy are different, statistical significance varies depending on the professor’s position, and the full professor group seems to lack efforts to quickly form a consensus with students. It can be seen that the group of adjunct professors does not lead to class performance by motivating students. It is necessary to provide teaching method support and continuous competency development programs to strengthen professors’ educational capabilities, and propose a teaching support plan that consults through teaching competency diagnosis data.
- Keywords : Reliability, structural equation model, teaching competency diagnosis, validity.
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