A STUDY ON MILITARY INSTRUCTOR''S PROFESSSIONAL COMPETENCE AND THE NEEDS FOR DEVELOPMENT

• Main Authors: LEE, SHENG-CHUAN, 李昇全
• Other Authors: LIN SHIH-LING LUCIA
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/99722997273719660093

碩士 === 輔仁大學 === 教育領導與發展研究所 === 92 === This research was aimed to study the professional competence and development that a military instructor requires, and understand furthermore the differences of the above two under different background variables. The approach used is to understand military instructors’ job description and role assignments first, then compile the questionnaire of military instructor’s professional competence and development needs. The targets studied are military instructors serving in high schools, colleges and universities. Questionnaires were sent out to 354 military instructors selected by stratified sampling method, and 277 copies returned. The usable 272 copies were analyzed by SPSS.PC to study the relevance between the perceived self-abilities and the developing needs among military instructors from different background. According to the results of this study, the role assignments of military instructors are: 1)teacher of military knowledge 2)Life coach 3)The guardian of the campus safety 4)The supporter of school administration 5)The planner of military instructor office administration. The results of the survey also show that: 1) The professional competence of “personal job proficiency and group norm” and of “campus safety” are high, and the development needs are high too. 2) The professional competence of “military teaching” and “school administration” are low, and the development needs are low too. 3) The professional competence of “military instructor office administration” is high, but the development need is low. 4) The professional competence of “Life coaching” is low, but the development need is high. The conclusion of this study is as follow－The supervisor of military instructors should: 1) Pay attention to military instructors’ needs in personal job proficiency, group norm and campus safety. 2) Pay attention to the development need of life coaching. 3) Be relaxed on military instructor office administration. It is not necessary to make military instructors put too much energy in this part. Further studies were also recommended as followed in this research: 1) “Teaching military knowledge” is the basic job of military instructors according to the laws, which legalizes the existence of military instructors in campus. But the results of the questionnaire show that the professional competence of this part is low and the development need of it is low too. It is a phenomenon deserving military instructors’ further thinking, and it could be a topic for follow-up research, too. 2) A chance for professional development in connection with military instructors’ needs should be given to them as well as the professional training in accordance with military instructor’s role assignment, so that the qualities of military instructors can be promoted. Key words: military instructor, professional competence, professional development, needs assessment.