Analysis on the Perception of Instructional Consultation to Enhance Teaching Competencies of Professors

The purpose of this study was to analyze professors’ perceptions of instructional consultation in order to strengthen the teaching competencies of professors and to search for future directions for instructional consultation. To investigate these research questions, surveys were conducted with C University professors in Gangwon Province, Korea. The questionnaire was generated based on the survey composition table and a total of 18 questionnaires were used in the study. To process the data, the IBM SPSS Statistics (Ver 20.0) program was used to perform frequency analysis, cross tabulation analysis, ｘ² test, t-test and F test. The results of the study are summarized as follows. First, most of the faculty responded that they recognized problems in classwork, but they did not consider instructional consultation as a way to solve problems. Second, about half of the respondents had participated in instructional consultation and 78.8% of them answered that instructional consultation was helpful. They were more likely to participate in future consulting(t = 2.356, p .01) and were more aware of the need for instructional consultation than teachers who did not participate in instructional consultation(t = 3.585, p .001). Third, the effectiveness of instructional consultation showed correlation with the lecturer career of respondents. Faculty with less than five years and more than 21 years of teaching experience perceived the effectiveness of instructional consultation to be relatively high compared to other career groups. Fourth, regarding the demand for instructional consulting, faculties preferred an “Instructional Consulting Expert (66.2%)” as a consultant, and “1:1 face-to-face consulting with an Expert” as a consulting method to others. Also, they responded that