Classifying Teaching Competency Types and Exploring Influencing Factors Using Latent Profiles Analysis: Focused on A University

Abstract

Purpose: The purpose of this study was to classify college faculty members’ group types for the levelof teaching competency using latent profile analysis and to confirm the influencing factors of individualcharacteristics on latent profile group types. Methods: The data were collected from 482 faculty members at A University using an online survey,and 328 pieces of data were collected. After removing outliers through Z-score, 302 were used for latentprofile analysis. Results: The results of this study are as follows: (1) as a result of the latent profile analysis, four groupswere created according to the level of teaching competency, and we named the groups ‘adaptive’, ‘growth’,‘competent’, and ‘proficient’ referring to the expert development level, (2) individual characteristics (gender,major, career) had a statistically non-significant effect on teaching competency based on the latent profile,(3) faculty members who participated in sustaining teaching support programs were in a higher probabilityaffiliated proficient group rather than an adaptive group, and faculty members who applied programcontent in their classes showed a higher probability of belonging to the proficient group rather thanan adaptive, growth, or competent group. Conclusion: Based on these results, this study suggested a significant implication and the necessityof developing teaching support programs according to group types and constructing a system forcontinuous support. Also, this study suggested that colleges should encourage faculty members toapply the content of teaching support programs in their classes.