직업정체성이 특성화고 진학 의도에 미치는 영향

Abstract

The purpose of this study is to investigate the effect of vocational identity on the intention to enter specialized high schools. In addition, the moderating roles of participation in career programs, satisfaction, and relationship with counselors were analyzed in the relationship between vocational identity and specialized high school intention. The number of students at specialized high schools decreased by more than half from 466,129 in 2010 to 212,294 in 2020. To solve these problems, the government is promoting various policies. In addition, today's society is evolving unpredictably due to rapid development and change, and more and more students want to get a job after high school graduation. As a result, as students and parents' interest in career education grows and becomes important, the government is also changing its social perception of the importance of career education, such as the placement of professional counselors and support for various career programs. The questionnaire of this study analyzed 138 copies of the questionnaire collected from middle school students located in Gwangju metropolitan city. The data were analyzed using SPSS 25.0. Cronbach's α analysis and exploratory factor analysis were performed to confirm the reliability and validity of the collected data. In addition, cross-variable regression and process macro analysis were performed. The results are as follows. First, it was found that vocational identity had a positive effect on the intention to enter a specialized high school. Second, it was found that the degree of participation in the career program did not play a regulatory role in the relationship between vocational identity and the intention to enter a specialized high school. Third, it was found that the satisfaction of the career program did not play a regulatory role in the relationship between vocational identity and the intention to enter a specialized high school. Fourth, it was found that the relationship between counseling teachers played a moderating role in the relationship between vocational identity and the intention to enter specialized high schools.