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This study aimed to develop a scale that could diagnose the appropriate level of teaching competency, taking into account the value of future education due to changes in the educational environment. To do this, a provisional model of the teaching competency of university faculty was derived, and two Delphi surveys were conducted to confirm the content validity of the competency groups, competencies, and sub-elements. In addition, preliminary questions were developed through the review of an expert panel, and a questionnaire survey was conducted on D University faculty, and a question goodness analysis and exploratory factor analysis were conducted based on the questionnaire responses of 336 people. As a result, a scale with 53 questions for three competency groups and seven competencies was developed. The basic competency group (S) consisted of educational philosophy and university understanding competency (5 questions) and innovative attitude competency (12 questions), the instructional competency group (U) consisted of teaching strategy competency (5 questions), class management competency (14 questions), and class improvement competency (9 questions). The shared competency group (N) consisted of teaching learning mutual cooperation competency (4 questions) and knowledge sharing practice competency (4 questions). This allows the scale to be used to diagnose instructors' teaching competencies from the perspective of future teaching, identify areas for improvement, and support instructors' insights to improve their overall teaching competencies.
Kang et al. (Wed,) studied this question.
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