• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.315-324
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• 2018

This study was conducted to identify and analyze the educational needs for program outcomes in nursing students. Participants included 256 nursing students at K college, and a survey was conducted from October 30 to December 22, 2017. Data was analyzed with SPSS WIN 20.0 using descriptive statistics, t-test, ANOVA, Borich's Needs Analysis, and the Locus for Focus Model. Results found that subjects recognized that the present level was high about 'Apply therapeutic communication skills,' 'Provide fundamental nursing skills' and 'Understanding nursing profession standards'. 'Provide fundamental nursing skills', 'Apply a nursing intervention', 'Understanding legal and ethical standards of nursing practice and implementation' were the most important sub-elements of program outcomes. In according with the Borich's needs value and the Locus for Focus Model, 'Apply a nursing intervention', 'Explain the importance of the role and cooperation within the healthcare team', 'Provide fundamental nursing skills', 'Execute the nursing process', 'Understanding the legal and ethical standards of nursing practice and implement' were identified as the top priorities of educational needs. Results of this study are expected to be used as basic data to develop outcome-based curriculum and nursing education programs.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.30 no.4
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• pp.364-375
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• 2020

Objectives: The purpose of this study is to suggest a direction for consumer-oriented curriculum development by analyzing the priorities of subjects and their preference for educational methods. Methods: The participants included 773 management supervisors and education practitioners in the workplace, and a survey was conducted from April 17 to August 30, 2019. Frequency analysis, t-test, Borich's Needs Analysis, and Locus for Focus Model analysis were performed using Microsoft Excel 2019 and IBM SPSS 21.0. Results: The highest perceived priorities for education subjects were as follows: ① 'CPR and First Aid Practice' and 'Occupational Disaster Prevention and First Aid Basics' in the manufacturing industry; and ② 'Emotional Labor and Job Stress Prevention', 'Occupational Disaster Prevention and First Aid basics, and 'Musculoskeletal Disorder Prevention' in the service industry. 'Collective education' was the most preferred method of education. 'School-type' was preferred for the seating arrangement, and the proper number of trainees was considered to be about 30. Respondents said the contents of the education was a top priority when they applied for education, and curriculum and appropriate textbooks should be considered in calculating the cost of education. Conclusions: Practical subjects and subjects related to major hazards by industry were required for management supervisor education. It was proposed in this study that the contents and operating methods of education be changed so that workers can easily comprehend essential subjects such as the Occupational Safety and Health Act. In conclusion, it is necessary to design the curriculum and apply educational methods suitable for each subject's characteristics in consideration of the priorities for subjects reflected in the needs of trainees.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• Journal of Agricultural Extension & Community Development
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• v.29 no.4
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• pp.203-224
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• 2022

This study aims to examine the educational needs of migrant farm workers and farmers in Korea. For developing survey instruments, content analysis of migrant workers & employer training programs, in-depth interviews with farmers and expert reviews had been conducted. Therefore, eight parts and twenty nine educational contents for migrant workers, five parts and twenty educational contents for farmers have been constructed. For data analysis, Borich analysis and The Locus for Focus Model were hired to analyze the educational needs assessment. Results showed that migrant workers' educational priorities were 'basic korean for farming, working attitude in farming, safety guidelines and first aid skills for rural life, safe use of pesticides and protective equipment, driving skills, safe use of agricultural machinery, operation & maintenance of agricultural machinery, pest control by crop', and for the farmers' were 'communication with migrant workers, trouble controls with employment, farming guidance, industrial accident cases and countermeasures, preventing disease and promoting mental health of migrant workers'.

• Therapeutic Science for Rehabilitation
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• v.12 no.3
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• pp.45-59
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• 2023

Objective : This study aims to identify the status of education in cognitive rehabilitation (CR) in occupational therapy departments of Korean universities/colleges and to analyze the educational needs for professional competencies. Methods : This study was conducted by distributing a questionnaire to professors. The questionnaire extracted items related to professional competencies from the results of a previous Delphi study. A total of 39 respondents from 32 (51.6%) of 62 universities/colleges were analyzed. The questionnaire analysis was conducted using Excel 2010 and SPSS 18.0 to analyze the Borich requirements and the priority of education through the Locus for focus model. Results : The priority of competency in CR was followed by "clinical reasoning ability to explain cognitive problems from the occupational performance perspective", "ability to manage insurance billing for CR", "ability to establish a CR plan based on outcome evaluation", "ability to perform occupation-oriented CR", and "ability to solve problems that occur during CR evaluation and intervention". In the Locus for focus model, items such as occupation-based cognitive assessment, intervention, and skills for documentation were high priorities for education. Conclusion : This study is expected to reflect educational competencies for CR and establish a plan for CR specialists through continuing education.

• Journal of vocational education research
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• v.37 no.5
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• pp.55-78
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• 2018

The purpose of this study is to investigate the recognition of the professionalism required for strengthening the effective career guidance capacity of the secondary career teachers who are required to prepare for the coming fourth industrial revolution era. Based on these research objectives, we derived the required roles(8), the required competencies(20), and the contents(23) for enhancing professionalism by the required competencies, based on this, the questionnaire was composed and 217 respondents were collected and analyzed. First, the t-test was conducted to confirm the statistically significant difference between the current level and the important level of each content item by each role. As a result, it was found that in all roles except role of 'administrator' The t-value is statistically significant and the t-value distribution is high. Second, the demand value calculation and the priority ranking using the Borich demand calculation formula were found, and as a result, the directionality between the t value and the Borich demand was in agreement. Third, as a result of prioritizing using the Locus for Focus model, the contents of all 5 (middle school 7, high school 2) education contents were given priority. Fourth, three middle schools and five high schools were derived from the subordinate. Finally, we confirmed the relevance of the contents of education to actual educational necessity. Although this study has many limitations and limitations due to the fact that there are few prior data due to the segmentation of the subject related to the 4th Industrial Revolution and career guidance, it is necessary to develop educational training program I hope to be able to use it as basic data of various follow-up studies and make some suggestions.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.41-59
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• 2023

This study aimed at analyzing the educational needs of home economics teachers for food literacy cultivation education in secondary school home economics. A total of 192 home economics teachers were surveyed about their perceptions of importance and performance of food literacy education content categories and elements, and their priorities were identified. Among the 38 content elements presented, home economics teachers recognized that the current performance level was significantly lower than that of the importance over 34 content elements. Based on the Borich educational needs assessment and the Locus for Focus Model, we identified five content elements with 'very high' educational needs ('food security/food sovereignty', 'reducing food-related waste', 'food waste management and recycling', 'food-related waste recycling', and 'country of origin information'), and four content elements with 'high' educational needs ('genetically modified food', 'ethical food consumption', 'food additives', and 'eco-friendly agricultural products'). These results indicate that dietary education in secondary school home economics should emphasize both the production and disposal of food. The findings of this study suggest implications for the needs for a new dietary education in secondary school home economics that allows students to learn all stages of food system. These results can also be used as a basis for dietary education for cultivating food literacy in secondary school home economics education.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.2
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• pp.22-34
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• 2019

The purpose of this study was two-fold. Firstly, it investigated the current state of the 34 specific policies of school safety-accident prevention that were implemented at K-12 public schools in accordance with the $1^{st}$ School Safety-Accident Prevention Plan established in December 2015. Secondly, it prioritized the policies based on the outcomes from the investigation to make policy recommendations for future improvement. For this purpose, we surveyed 614 school teachers and staff from 24 school-safety research schools across the nation on their perception of the current policies for preventing school safety accidents. Specifically, they were asked about the degree of realization and the necessity of expansion of the policies. Based on the survey results, the Borich index as a needs measure was computed for each policy and a list of policies prioritized in descending order of the index was presented. The results of the study showed that school teachers and staff's perception of the improvement of school safety since the policies took effect was highly positive in general. It was also shown that the policies perceived as best-implemented were, in descending order, "first-aid education for teachers and staff", "safety management of school meals", "prevention activity of student traffic safety-accident", and so on. The majority of survey respondents said that the policies were being implemented well and that they should be expanded and enhanced. As a result of the Borich's needs analysis, it was found that "more collegial collaboration between the Office of Education and other relevant organizations in the community for school safety", "prevention education activity for water safety", and so forth should be more actively implemented.

• 대한공업교육학회지
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• v.31 no.2
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• pp.177-202
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• 2006

The purpose of this study was to determine the present teaching competency level and the educational needs of electricity electronic communication technical teachers. The population was electricity electronic communication technical teachers, 750 teachers were sampled for this study. A survey questionnaire consisted of teaching competencies scale including 3 domains based on Performance-Based Teacher Education Modules. The professional competencies scale consisted of 5-point Likert-type 30 items for them to rate the importance and also to indicate the teaching competency level. A questionnaire was mailed to the sample and 443 returned questionnaires were analyzed after data cleaning. The educational needs of teachers were calculated by using the Borich's needs assessment formula. The findings of this study were as follows. 1) electricity electronic communication technical teachers perceived all the thirty competencies as highly important ones. 2) They perceived that their current teaching competency level was just beyond the ordinary level but was lower than the good level. 3) The highest needs were 'determining learning level & interests of students', 'applying problem solving techniques', 'reconstructing lesson contents', 'establishing lesson objectives'. 4) They have a different level of educational needs on the competencies according to their gender, terminal education level, year of teaching experience, practical work experience, school type(national public school/private school), and school location.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.82-90
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• 2019

The purpose of this study was to examine early childhood teachers' importance and performance of technology leadership. A survey was conducted on 205 early childhood teachers. Borich's needs model was used to calculate their needs. In the area of director leadership and vision, the early childhood teachers felt the most need for opportunities to participate in conferences or training programs related to the educational utilization of technology. In the area of teaching-learning methods, they called the most for better ways to take advantage of technology considering the characteristics of the activity areas and activity types. In the area of teaching professionalism, the items they asked for the most were building confidence over the educational utilization of technology and case studies of superior teaching and learning. In the area of institutional support, they felt the most need for assistant human resources who could assist in solving possible problems using technology. In the area of evaluation, they called the most for the development of a variety of evaluation tools and methods. Finally, the item they called for the most in the area of social, ethical, and legal support from the institutions to which they belonged was the preparation of guidelines on how to be in good health in times of using technology.