The Development of a Framework for Teaching Competencies Program for B University Faculty: Utilizing the Borich's Needs Analysis and The Locus for Focus Model

Objectives This study aims to propose a framework for teaching competencies program for university faculty based on a survey of their perceptions of teaching competencies. Methods This study conducted among 482 B university professors in Korea to measure their perception of teaching competencies. The participation in teaching competency programs, the application of related content in lectures after participation, and the perception difference between the importance and implementation of teaching competencies according to the type of participation program (one-time, continuous) were analyzed by combining the Borich needs assessment formula and The Locus for Focus model. Results The highest educational needs were observed in curriculum development, interest in and understanding of students, and professional development competencies, depending on whether they participated in the teaching competency enhancement program and applied the lectures. Furthermore, the educational needs for professional development and curriculum development competencies were high according to the type of participation in the teaching competencies program (one-time, continuous). Finally, based on the analysis of educational needs, a specific framework for teaching competencies was derived. Conclusions By following the framework for teaching competencies in universities, universities can provide practical guidelines to increase the effectiveness of teaching competencies programs by offering them.