The purpose of this study is to clarify the correlation between Jeonbuk lifelong education instructors' s Personality, and community consciousness and global citizenship competency and to find out its orientation or direction cultivating effective global citizenship competency of Jeonbuk lifelong education instructors. The study aims are as follows;
First, what are the differences between Continuing Education Lecturer' s Personality, Community Spirit and global citizenship competency?
Second, what is the correlation between lifelong education instructors' s Personality, and community consciousness and global citizenship competency?
Third, how does lifelong education instructors' s Personality, and community consciousness affect global citizenship competency?
The object of this study was 350 Jeonbuk lifelong education instructors surveyed from May. 6. 2021 to June. 11. 2021. Only 319 survey results were good enough to study with. The investigative tool is personality, community spirit, and global citizenship competency. Data analysis methods are internal consistency reliability indices, Cronbach' s α, Pearson' s correlation, Cannonical correlation analysis, descriptive statistics(frequency, percent, mean, standard deviation), independent samples t-test, and One-Way Anova. This study used this test at the .95 significance level. The results are as follows;
Through this study, I analyzed differences between Jeonbuk lifelong education instructors' s Personality, and community consciousness and global citizenship competency on the background basis and their correlation between them. Find out effects of Jeonbuk lifelong education instructors' s Personality, and community consciousness affecting and developing global citizenship competency. We need to seek for their methods, too.
First, looking closely into the result of lifelong education instructors' backgrounds, their personality and interpersonal relations are high in female. Community spirits and global citizenship competency are high in male. Based on their ages, lecturers of 40s are high but community consciousness, global citizenship competency are high among lecturers' 50s. Depending on teaching experience, lecturers' teaching experience less 2 years high in personality and of 3 to 4 year old lecturers high in community consciousness, and global citizenship competency.
Based on the subjects, multi-cultural education lecturers' personality is high, cooking lecturers' interpersonal relations and global citizenship competency are high, lecturers of others(other subjects) show community consciousness are high.
Second, when we examine the test results of lifelong education instructors' personality, community consciousness, and global citizenship competency, lower elements of personality, communication and care are affecting knowledge, perceptual openness affecting skills, manners and respect affecting practice will. Plus, perceptual openness affecting attitude. The lower elements of communication affects knowledge element, skill element, practice will element, and attitude element. The lower element of community consciousness, mutual influence affects knowledge element, and skill element. The members affect practice will element, emotional connection affects attitude element.
Third, when we examine effects of lifelong education instructors' personality, community consciousness on global citizenship competency, the lower element of personality, perceptual openness affects global citizenship competency. Personality' s effect on global citizenship competency is β=.564, yielding a meaningful result. The lower element of communication affects global citizenship competency. interpersonal relations' s effect on global citizenship competency is β=.631, giving way another meaningful result. The lower element of community consciousness, mutual influence affects global citizenship competency. community consciousness' s effect on global citizenship competency is β=.631, yielding a meaningful result.
In conclusion, Jeonbuk lifelong education instructors' s Personality, and community consciousness and global citizenship competency have a meaningfully positive correlation. So, we need to provide lifelong education instructors, teachers, and lecturers with the training programs of personality, community consciousness, and global citizenship competency in order for them to develop the programs.