미용전공 대학생들을 대상으로 현장실습만족과 전공만족이 진로결정과 취업준비행동에 어떠한 영향을 미치는지 알아보고자 하며 관련학과의 대학에서 전문적인 미용산업 종사자를 배양하기 위한 체계적 방향을 정립하기 위함에 목적이 있다. 본 연구의 실증조사는 서울·경기 지역의 2·4년제 대학교의 재학생들을 대상으로 자기기입식 설문지법을 통해 연구하였고 자료 분석은 ...
미용전공 대학생들을 대상으로 현장실습만족과 전공만족이 진로결정과 취업준비행동에 어떠한 영향을 미치는지 알아보고자 하며 관련학과의 대학에서 전문적인 미용산업 종사자를 배양하기 위한 체계적 방향을 정립하기 위함에 목적이 있다. 본 연구의 실증조사는 서울·경기 지역의 2·4년제 대학교의 재학생들을 대상으로 자기기입식 설문지법을 통해 연구하였고 자료 분석은 SPSS 24.0을 사용하였으며 결과는 다음과 같다. 첫째, 조사대상자의 일반적 특성은 2년제는 중간성적의 1학년 여학생, 전공은 헤어, 가장 적당한 현장실습 기간은 4∼5주, 가장 알맞은 현장실습 실습시기는 2학년 1학기 순으로 나타났고, 4년제는 중간성적의 3학년 여학생, 전공은 헤어, 가장 적당한 현장실습 기간은 4∼5주, 가장 알맞은 현장실습 실습시기는 2학년 1학기 순으로 나타났다. 둘째, 표본의 현장실습만족, 전공만족, 진로결정, 취업준비행동의 하위요인을 알아본 결과 현장실습만족은 ‘실습경험 만족’, ‘실습교육 만족’ 2가지 요인으로 전공만족은 ‘교과만족’, ‘관계만족’, ‘인식만족’ 3가지 요인으로, 진로결정은 ‘계획성’, ‘목적성’, ‘연구성’ 3가지 요인으로, 취업준비행동은 ‘정보수집활동’, ‘자기계발활동’ 2가지 요인으로 분류되었다. 셋째, 조사대상의 현장실습만족이 진로결정에 미치는 영향은 2년제는 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 각각 증가하는 정의 관계로 나타났고, 4년제는 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 목적성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났다. 넷째, 조사대상의 현장실습만족이 취업준비행동에 미치는 영향은 2·4년제 모두 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 정보수집활동 요인이 증가하는 정의 관계로 나타났고, 2년제는 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났으며, 4년제는 현장실습만족의 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났다. 다섯째, 조사대상의 전공만족이 진로결정에 미치는 영향은 2년제는 전공만족의 교과만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났고, 4년제는 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 전공만족의 교과만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났다. 여섯째, 조사대상의 전공만족이 취업준비행동에 미치는 영향은 2·4년제 모두 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 취업준비행동의 정보수집활동 요인이 증가하는 정의 관계로 나타났고, 2년제는 전공만족의 교과만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났으며, 4년제는 전공만족의 관계만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났다. 본 연구는 현장실습 전 실기 위주의 교과 내용과 이론적 배경을 접목한 교육과, 실습 시에 대면할 수 있는 문제점에 대해 학과의 교과 편성, 학생들에게 희망하는 직업군과 지원하고자 하는 실습업체 및 해당 실습업체에 관련하여 학생이 인식하고 있는 기초정보에 대해 알아볼 수 있는 설문지를 토대로 가장 알맞은 실습업체에 파견하는 방법, 자신의 전공에 대하여 불확실성을 가지는 학생들에게 개인의 특성 및 전공과 희망하는 직업군에 대한 적성검사를 지원하여 학생들의 전공만족 개선, 사회초년생의 경우 취업 시 야기되는 문제점들을 토대로 지도하고 희망하는 학생들에 한하여 방학 중 해당 직업군에 필요한 자격증 외에 디플로마 교육, 마지막으로 교과편성 시 해당 전공의 초급반부터 고급반까지의 차이를 둬 보다 해당 전공을 심도깊게 숙지할 수 있게끔 지도하는 것을 제시하며, 미용학과의 학생들을 위한 전공만족 및 취업지도에 필요한 기초자료로 활용되길 바란다.
미용전공 대학생들을 대상으로 현장실습만족과 전공만족이 진로결정과 취업준비행동에 어떠한 영향을 미치는지 알아보고자 하며 관련학과의 대학에서 전문적인 미용산업 종사자를 배양하기 위한 체계적 방향을 정립하기 위함에 목적이 있다. 본 연구의 실증조사는 서울·경기 지역의 2·4년제 대학교의 재학생들을 대상으로 자기기입식 설문지법을 통해 연구하였고 자료 분석은 SPSS 24.0을 사용하였으며 결과는 다음과 같다. 첫째, 조사대상자의 일반적 특성은 2년제는 중간성적의 1학년 여학생, 전공은 헤어, 가장 적당한 현장실습 기간은 4∼5주, 가장 알맞은 현장실습 실습시기는 2학년 1학기 순으로 나타났고, 4년제는 중간성적의 3학년 여학생, 전공은 헤어, 가장 적당한 현장실습 기간은 4∼5주, 가장 알맞은 현장실습 실습시기는 2학년 1학기 순으로 나타났다. 둘째, 표본의 현장실습만족, 전공만족, 진로결정, 취업준비행동의 하위요인을 알아본 결과 현장실습만족은 ‘실습경험 만족’, ‘실습교육 만족’ 2가지 요인으로 전공만족은 ‘교과만족’, ‘관계만족’, ‘인식만족’ 3가지 요인으로, 진로결정은 ‘계획성’, ‘목적성’, ‘연구성’ 3가지 요인으로, 취업준비행동은 ‘정보수집활동’, ‘자기계발활동’ 2가지 요인으로 분류되었다. 셋째, 조사대상의 현장실습만족이 진로결정에 미치는 영향은 2년제는 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 각각 증가하는 정의 관계로 나타났고, 4년제는 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 목적성 요인이 증가하는 정의 관계로, 현장실습만족의 실습경험 만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났다. 넷째, 조사대상의 현장실습만족이 취업준비행동에 미치는 영향은 2·4년제 모두 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 정보수집활동 요인이 증가하는 정의 관계로 나타났고, 2년제는 현장실습만족의 실습경험 만족, 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났으며, 4년제는 현장실습만족의 실습교육 만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났다. 다섯째, 조사대상의 전공만족이 진로결정에 미치는 영향은 2년제는 전공만족의 교과만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났고, 4년제는 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 진로결정의 계획성 요인이 증가하는 정의 관계로, 전공만족의 교과만족 요인에 대한 성향이 높을수록 진로결정의 연구성 요인이 증가하는 정의 관계로 나타났다. 여섯째, 조사대상의 전공만족이 취업준비행동에 미치는 영향은 2·4년제 모두 전공만족의 교과만족, 관계만족, 인식만족 요인에 대한 성향이 높을수록 취업준비행동의 정보수집활동 요인이 증가하는 정의 관계로 나타났고, 2년제는 전공만족의 교과만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났으며, 4년제는 전공만족의 관계만족 요인에 대한 성향이 높을수록 취업준비행동의 자기계발행동 요인이 증가하는 정의 관계로 나타났다. 본 연구는 현장실습 전 실기 위주의 교과 내용과 이론적 배경을 접목한 교육과, 실습 시에 대면할 수 있는 문제점에 대해 학과의 교과 편성, 학생들에게 희망하는 직업군과 지원하고자 하는 실습업체 및 해당 실습업체에 관련하여 학생이 인식하고 있는 기초정보에 대해 알아볼 수 있는 설문지를 토대로 가장 알맞은 실습업체에 파견하는 방법, 자신의 전공에 대하여 불확실성을 가지는 학생들에게 개인의 특성 및 전공과 희망하는 직업군에 대한 적성검사를 지원하여 학생들의 전공만족 개선, 사회초년생의 경우 취업 시 야기되는 문제점들을 토대로 지도하고 희망하는 학생들에 한하여 방학 중 해당 직업군에 필요한 자격증 외에 디플로마 교육, 마지막으로 교과편성 시 해당 전공의 초급반부터 고급반까지의 차이를 둬 보다 해당 전공을 심도깊게 숙지할 수 있게끔 지도하는 것을 제시하며, 미용학과의 학생들을 위한 전공만족 및 취업지도에 필요한 기초자료로 활용되길 바란다.
The purpose of the project is to find out how field practice satisfaction and professional satisfaction affect career path determination and job preparation behavior among college students of beauty majors, and to establish a systematic direction for cultivating professional beauty workers at the un...
The purpose of the project is to find out how field practice satisfaction and professional satisfaction affect career path determination and job preparation behavior among college students of beauty majors, and to establish a systematic direction for cultivating professional beauty workers at the university concerned. The empirical investigation of this study was conducted by self-controlling questionnaire to students of two-year and four-year universities in Seoul and Gyeonggi Province, and the data analysis collected was used by SPSS Ver. 24.0 and the results are as follows. First, the general characteristics of those surveyed showed that the two-year system was female for gender, first grade for grade, middle grade for grade, hair for major, and the most suitable field practice period was four to five weeks, and the most suitable field practice period for the second grade for the first semester, The four-year system was followed by women in gender, third grade in grade, middle grade in grade, and hair in major, and the most suitable field practice period was four to five weeks, and the most suitable field practice period was the first semester in grade 2. Second, based on the survey of the surveyors' field satisfaction, major satisfaction, career decision, and job preparation behavior, field satisfaction is based on two factors: satisfaction with hands-on experience and satisfaction with hands-on training, Major satisfaction is due to three factors: 'textbook satisfaction', 'relationship satisfaction' and 'awareness satisfaction', and career decision is due to 'planning', 'purpose' and 'researchability', Job preparation activities were classified as two factors: 'information gathering activity' and 'self-improvement activity'. Third, the impact of field satisfaction on career path determination in the survey target is defined as the two-year system is defined as the lower the factors of on-site practical satisfaction, the higher the propensity of the on-site practical experience satisfaction, and the more the factors that satisfy the practical training, the more the planning factors, the lower the on-course decision, Field exercise satisfaction is not related to the purpose and impact of career decisions, The higher the propensity of the factors of satisfaction with hands-on experience and satisfaction with hands-on training, the more the factors of studyability, the more factors that are subordinate to career decisions, were identified as the relation of the definition, The four-year system is defined as an increasing number of planning factors, which are sub-factory factors for fieldwork satisfaction, that are sub-factor of course determination, The higher the propensity of the laboratory experience satisfaction factor, which is a sub-factory factor of the on-site practical satisfaction, the higher the relevance factor, which is the sub-factory factor of the career decision, The higher the propensity of the field experience satisfaction factor, the lower the field experience satisfaction factor, the more the studyability factor, was found to be the relation of the definition. Fourth, the impact of fieldwork satisfaction on job preparation behavior of the survey subjects was found to be due to the definition of information gathering activities, which is a sub-factory factor of field practice satisfaction, and the tendency of practical education satisfaction factors of both two and four-year system, The two-year system was defined as the relationship between self-improvement behavioral factors, a sub-factor of job preparation behavior, as the propensity for the on-site practical experience satisfaction and practical education satisfaction factors increased, The four-year system was found to be related to the definition of an increasing number of self-improvement behavioral factors, a sub-factor of job preparation behavior, as the propensity for satisfaction factors in practical education, a sub-factor of on-site practical satisfaction. Fifth, the impact of major satisfaction on career path determination by the survey target is defined as the two-year system has a higher tendency toward curriculum satisfaction factors, which is a sub-factor of major satisfaction, and the more planning factors, which are the sub-factor of career decision, The purpose, which is a sub-factor of career decision, is not related to major satisfaction, The higher the tendency of the factors of curriculum satisfaction, relationship satisfaction, and awareness satisfaction, which are lower factors of major satisfaction, the more research factors that are lower factors of career decision, were found to be the relation of the definition, The four-year system is defined by the definition that the lower the factors of the major satisfaction, the higher the tendency of the factors of curriculum satisfaction, relationship satisfaction, and awareness satisfaction, the more the factors of planning, the lower the factors of career decision, Objective, which is a sub-factor of career decision, has no influence with major satisfaction, and the higher the propensity for curriculum satisfaction factor, the more research factor was found to be. Sixth, the impact of the major satisfaction on job preparation behavior of both the two and four-year system was found to be due to the definition of information gathering activities, which is a sub-factor of the major satisfaction, which is a sub-factor of the job preparation behavior, The two-year system is defined as the relationship between self-improvement behavioral factors, which are lower factors of job preparation behavior, and the higher the tendency of the curriculum satisfaction factors, which are lower factors of the major satisfaction, The four-year system has been shown to be the definition of an increasing number of self-improvement behavioral factors, a sub-factor of job preparation behavior, as the tendency toward relationship satisfaction factors, a sub-factor of major satisfaction. The conclusion of this study is to combine practical training contents and theoretical background before field practice, On the problems you might encounter in the hands-on lab, you should draw up a textbook for professors of the department, How to send students to the most suitable practitioners based on a questionnaire that students can find out about the desired occupational groups and the basic information they want to support and the surveyors they are interested in, To help students with uncertainty about their majors, they should support individual characteristics and aptitude tests for their majors and desired occupational groups to improve student satisfaction with their majors, In the case of social beginners, only students who want to be guided based on problems caused by employment and who want to be certified by the vocational group during the vacation will be provided with the Diploma education, Lastly, when preparing the curriculum, it suggests guiding students to become more knowledgeable about the subject in depth by making the difference between the beginning and the advanced classes of the subject, and it is hoped that it will be used as a basic material for students in the department of beauty care.
The purpose of the project is to find out how field practice satisfaction and professional satisfaction affect career path determination and job preparation behavior among college students of beauty majors, and to establish a systematic direction for cultivating professional beauty workers at the university concerned. The empirical investigation of this study was conducted by self-controlling questionnaire to students of two-year and four-year universities in Seoul and Gyeonggi Province, and the data analysis collected was used by SPSS Ver. 24.0 and the results are as follows. First, the general characteristics of those surveyed showed that the two-year system was female for gender, first grade for grade, middle grade for grade, hair for major, and the most suitable field practice period was four to five weeks, and the most suitable field practice period for the second grade for the first semester, The four-year system was followed by women in gender, third grade in grade, middle grade in grade, and hair in major, and the most suitable field practice period was four to five weeks, and the most suitable field practice period was the first semester in grade 2. Second, based on the survey of the surveyors' field satisfaction, major satisfaction, career decision, and job preparation behavior, field satisfaction is based on two factors: satisfaction with hands-on experience and satisfaction with hands-on training, Major satisfaction is due to three factors: 'textbook satisfaction', 'relationship satisfaction' and 'awareness satisfaction', and career decision is due to 'planning', 'purpose' and 'researchability', Job preparation activities were classified as two factors: 'information gathering activity' and 'self-improvement activity'. Third, the impact of field satisfaction on career path determination in the survey target is defined as the two-year system is defined as the lower the factors of on-site practical satisfaction, the higher the propensity of the on-site practical experience satisfaction, and the more the factors that satisfy the practical training, the more the planning factors, the lower the on-course decision, Field exercise satisfaction is not related to the purpose and impact of career decisions, The higher the propensity of the factors of satisfaction with hands-on experience and satisfaction with hands-on training, the more the factors of studyability, the more factors that are subordinate to career decisions, were identified as the relation of the definition, The four-year system is defined as an increasing number of planning factors, which are sub-factory factors for fieldwork satisfaction, that are sub-factor of course determination, The higher the propensity of the laboratory experience satisfaction factor, which is a sub-factory factor of the on-site practical satisfaction, the higher the relevance factor, which is the sub-factory factor of the career decision, The higher the propensity of the field experience satisfaction factor, the lower the field experience satisfaction factor, the more the studyability factor, was found to be the relation of the definition. Fourth, the impact of fieldwork satisfaction on job preparation behavior of the survey subjects was found to be due to the definition of information gathering activities, which is a sub-factory factor of field practice satisfaction, and the tendency of practical education satisfaction factors of both two and four-year system, The two-year system was defined as the relationship between self-improvement behavioral factors, a sub-factor of job preparation behavior, as the propensity for the on-site practical experience satisfaction and practical education satisfaction factors increased, The four-year system was found to be related to the definition of an increasing number of self-improvement behavioral factors, a sub-factor of job preparation behavior, as the propensity for satisfaction factors in practical education, a sub-factor of on-site practical satisfaction. Fifth, the impact of major satisfaction on career path determination by the survey target is defined as the two-year system has a higher tendency toward curriculum satisfaction factors, which is a sub-factor of major satisfaction, and the more planning factors, which are the sub-factor of career decision, The purpose, which is a sub-factor of career decision, is not related to major satisfaction, The higher the tendency of the factors of curriculum satisfaction, relationship satisfaction, and awareness satisfaction, which are lower factors of major satisfaction, the more research factors that are lower factors of career decision, were found to be the relation of the definition, The four-year system is defined by the definition that the lower the factors of the major satisfaction, the higher the tendency of the factors of curriculum satisfaction, relationship satisfaction, and awareness satisfaction, the more the factors of planning, the lower the factors of career decision, Objective, which is a sub-factor of career decision, has no influence with major satisfaction, and the higher the propensity for curriculum satisfaction factor, the more research factor was found to be. Sixth, the impact of the major satisfaction on job preparation behavior of both the two and four-year system was found to be due to the definition of information gathering activities, which is a sub-factor of the major satisfaction, which is a sub-factor of the job preparation behavior, The two-year system is defined as the relationship between self-improvement behavioral factors, which are lower factors of job preparation behavior, and the higher the tendency of the curriculum satisfaction factors, which are lower factors of the major satisfaction, The four-year system has been shown to be the definition of an increasing number of self-improvement behavioral factors, a sub-factor of job preparation behavior, as the tendency toward relationship satisfaction factors, a sub-factor of major satisfaction. The conclusion of this study is to combine practical training contents and theoretical background before field practice, On the problems you might encounter in the hands-on lab, you should draw up a textbook for professors of the department, How to send students to the most suitable practitioners based on a questionnaire that students can find out about the desired occupational groups and the basic information they want to support and the surveyors they are interested in, To help students with uncertainty about their majors, they should support individual characteristics and aptitude tests for their majors and desired occupational groups to improve student satisfaction with their majors, In the case of social beginners, only students who want to be guided based on problems caused by employment and who want to be certified by the vocational group during the vacation will be provided with the Diploma education, Lastly, when preparing the curriculum, it suggests guiding students to become more knowledgeable about the subject in depth by making the difference between the beginning and the advanced classes of the subject, and it is hoped that it will be used as a basic material for students in the department of beauty care.
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