본 연구의 목적은 역량모델링을 통해 평생학습동아리 리더의 리더십 역량과 행동지표를 도출하고, 리더십 역량에 대한 교육요구도를 분석하는 것이다. 이를 위하여 세 가지의 연구문제를 제시하였다. 첫째, 평생학습동아리 리더가 갖추어야 할 리더십 역량과 행동지표는 무엇인가? 둘째, 평생학습동아리 리더의 리더십 역량에 대한 교육요구도는 어떠한가? 셋째, 평생학습동아리 리더의 교육요구도는 배경변인에 따라 어떠한 차이가 있는가?
평생학습동아리 리더의 리더십 역량모델링은 Spencer와 Spencer(1993)의 고전적 역량모델링 절차에 따라 진행하되, Lucia와 Lepsinger(1999)의 역량모델 개발 방법의 요소들을 추가하여 진행하였다. 먼저 우수 평생학습동아리 리더의 행동특성을 파악하기 위하여 행동사건면담과 초점집단면담을 실시하였으며, 이를 통해 잠정 역량모델을 도출하였다. 이후 잠정역량모델에 대한 타당성을 검토하기 위하여 전문가 20명을 대상으로 두 차례에 걸쳐 델파이 조사를 실시하였다. 델파이 조사 결과는 항목별로 통계처리하여 평균, 표준편차, CVR 등을 분석하였으며, 이를 토대로 평생학습동아리 리더의 리더십 역량모델을 완성하였다.
평생학습동아리 리더의 리더십 역량에 대한 교육요구도를 분석하기 위하여 설문조사를 실시하였다. 설문조사는 수도권에서 활동하고 있는 평생학습동아리 리더들을 대상으로 진행하였으며, 총 182부의 설문지가 연구 자료로 사용되었다. 수집된 자료는 조대연(2009)이 제안한 교육요구도 분석 절차에 따라 분석하였으며, 빈도분석, 대응표본 t 검정, Borich(1980)의 요구도 공식, Mink 외(1991)의 The Locus for Focus Model을 활용하여 분석하였다.
연구의 결과는 다음과 같다. 첫째, 평생학습동아리 리더의 리더십 역량으로 ‘유대감 형성능력’, ‘갈등조정능력’, ‘감정조절능력’, ‘예산관리능력’, ‘학습동기부여능력’, ‘솔선수범 및 희생감수능력’, ‘정보수집공유능력’, ‘인적자원 관리능력’, ‘자기개발능력’, ‘지역사회 공헌능력’, ‘유관기관 네트워킹능력’, ‘학습분위기 조성능력’, ‘행정능력’과 50개 행동지표가 도출되었다. 둘째, 도출된 13개 리더십 역량 중 평생학습동아리 리더가 우선순위로 갖추어야 할 역량은 ‘학습분위기 조성능력’, ‘유대감 형성능력’, ‘유관기관 네트워킹능력’, ‘지역사회 공헌능력’으로 확인되었다. 셋째, 평생학습동아리 리더의 역량에 대한 교육요구도를 배경변인(성별, 연령, 총 리더경력, 학습동아리 결성연차, 회원 수, 활동유형)에 따라 분석한 결과에 리더경력, 평생학습동아리의 결성연차, 활동유형에서 집단 간 통계적으로 유의한 차이가 있는 것으로 나타났다.
본 연구의 결론은 다음과 같다. 첫째, 평생학습동아리 리더의 리더십 역량모델은 평생학습동아리의 특성을 충분히 반영하고 있다는 점이다. 둘째, 본 연구는 평생학습동아리 운영 기관 또는 담당자들에게 평생학습동아리 리더를 선발함에 있어, 리더십 역량을 고려해야 한다는 필요성을 제기해준다는 점이다. 셋째, 본 연구는 평생학습동아리 리더의 리더십 역량 향상을 위해 리더경력, 평생학습동아리 결성연차, 활동유형을 고려한 맞춤형 교육과정을 개발하고 운영해야 할 필요성을 제기해준다는 점이다. 넷째, 본 연구의 결과는 역량이라는 개념이 단순히 개인이 가지고 지식, 기술, 태도 등의 집합체라기보다, 개인을 둘러싸고 있는 환경과의 상호작용을 통해 도출되는 개념으로 확장될 필요성이 있다는 점을 제기해 준다.

The purpose of this study was to identify the leadership competencies and behavioral indicators of lifelong learning circle leaders and to analyze their degree of educational needs regarding the leadership competencies. Three research questions were presented for this purpose. First, what are the leadership competencies and behavioral indicators which a lifelong learning circle leader should have? Second, what are the educational needs regarding the leadership competencies of the lifelong learning circle leader? Third, are there any differences in the educational needs of the lifelong learning circle leader according to the background variables?
The leadership competency model of the lifelong learning circle leader proceeded according to the classical competency model procedure of Spencer and Spencer(1993), but proceeded by adding the elements of the competency model development method of Lucia and Lepsinger(1999). First, the behavioral event interview(BEI) and focus group interview(FGI) was implemented in order to identify the behavior characteristics of the excellent lifelong learning circle leader and a tentative competency model was derived through this. And then the delphi method was implemented two times to twenty experts in order to review the validity regarding the tentative competency model. The result of the Delphi method was statistically processed by items, the mean, standard deviation, CVR, etc were analyzed, and based on this the leadership competency model of lifelong learning circle leader was completed.
Surveys were conducted to analyze the educational needs regarding the leadership competency of the lifelong learning circle leader. The survey was conducted to lifelong learning circle leaders in a metropolitan area and a total of one hundred eighty-two surveys were used as the research data. The collected data were analyzed according to the educational needs analysis procedure which Cho(2009) proposed, and were analyzed using frequency analysis, paired t-test, Borich’s(1980) needs assessment mode, and the locus for focus model of Mink and others(1991).
The results of this study are as follows. First, as for the leadership competencies for the lifelong learning circle leader there are the ability to bond, the ability to control conflict, the ability to control emotion, the ability to manage budget, the ability to give learning motivation, the ability to lead by example and to accept sacrifice, the ability to collect and share information, the ability to manage human resources, the ability for self development, the ability to contribute to the local community, the ability to network with other lifelong learning institutions, the ability to create a learning atmosphere, and the ability to administer and fifty behavioral indicators were derived. Second, among the derived thirteen leadership competencies, the competencies that a lifelong learning circle leader should acquire as top priority are identified as ‘the ability to create a learning atmosphere’, ‘the ability to bond’, ‘the ability to network with other lifelong learning institutions,’, and ‘the ability to contribute to the local community.’ Third, as the result of analyzing the educational needs regarding the competency of lifelong learning circle leader according to the background variable(gender, age, total leadership experience, years of formation of the lifelong learning circle, number of members, activity type) there were statistically significant differences among groups in leadership experience, years of formation of the lifelong learning circle, and activity type.
The conclusions of this study are as follows. First, the leadership competency model of the lifelong learning circle leader sufficiently reflects the characteristics of the lifelong learning circles. Second, this study raises the need to consider the leadership competency in selecting a lifelong learning circle leader to the lifelong learning circle operation organization or to the person in charge. Third, this study highlights the need to develop and operate a customized curriculum considering the leadership experience, years of formation of the lifelong learning circle, and activity type to improve the leadership competency of the lifelong learning circle leader. Fourth, the results of this study highlights the need to extend the concept of competency as a concept which derives through the interaction with the environment surrounding an individual rather than simply a collection such as knowledge, skills, attitudes which an individual has.