Development of a teaching competency diagnostic tool for army military school instructors

The purpose of this study was to develop a teaching competency diagnosis tool for instructors working in army military schools to improve the quality of education and cultivate the competitiveness of the organization. To this end, previous research data related to the development of teaching competency diagnosis tools were collected and analyzed. Subsequently, focus group interviews and behavioral case interviews with excellent instructors at the Army Military School were conducted, and Delphi surveys were conducted with educational experts to organize teaching competency components and diagnostic tools temporarily. Next, to verify the validity of questionnaire items, a preliminary survey and a main survey were conducted with questionnaires administered to excellent instructors and ordinary instructors to confirm the validity and reliability of the teaching competency diagnosis tool. As a result of the study, four competencies (basic, class, organizational, and digital), 10 major competencies (attitude and attitude as educators, relationship formation, etc.), 25 sub-competencies (responsibility as instructors, initiative, etc.), and 65 behavioral indicators were selected. The diagnostic tools derived through this study are the competencies that instructors must have to perform their duties successfully in military schools. Therefore, our results not only provide information necessary for establishing instructor competency development policies but also contribute greatly to developing programs to strengthen teaching competency in military schools

Effects of instructor’s coaching behavior in the military educational environment on self-directedness in learning of cadets at Korea Army Academy at Yeong-cheon (KAAY)

The purpose of this study is to test the effects of instructor’s coaching behavior in the military education and training on self-directedness and learning outcome of cadets. To this end, the self-report questionnaires was used to collected data from 409 cadets in the 4th grade of the KAAY in the six-week military education and training from July to August 2022. The collected data were analyzed using Structural Equation Modeling (SEM). The result revealed that the instructor’s coaching behavior had a significant effect on the self-directed learning of cadets and the learning outcomes of cadets. We also found self-directedness in the learning of cadets mediated the instructor’s coaching behavior and learning outcomes. The findings could help to pay attention to the instructor’s coaching behavior as a strategy to foster self-direction in the learning of cadets

Effects of instructor’s coaching behavior in the military educational environment on self-directedness in learning of cadets at Korea Army Academy at Yeong-cheon (KAAY)

The purpose of this study is to test the effects of instructor’s coaching behavior in the military education and training on self-directedness and learning outcome of cadets. To this end, the self-report questionnaires was used to collected data from 409 cadets in the 4th grade of the KAAY in the six-week military education and training from July to August 2022. The collected data were analyzed using Structural Equation Modeling (SEM). The result revealed that the instructor’s coaching behavior had a significant effect on the self-directed learning of cadets and the learning outcomes of cadets. We also found self-directedness in the learning of cadets mediated the instructor’s coaching behavior and learning outcomes. The findings could help to pay attention to the instructor’s coaching behavior as a strategy to foster self-direction in the learning of cadets