A study on job analysis of teachers for the learning support

The purpose of this study is to analyze job of the teachers who served as dedicated basic education. For this purpose, a DACUM committee was composed to analyzed the teacher for learning support and committee members were total 8, a facilitator, 6 school teachers and a recorder. It defines the teachers in charge of learning support and extracts their responsibilities and tasks, and analyzes the importance, difficulty, and frequency of each task to identify tasks that need more focus and support. The major finding of this study were as the followings: first, a definition of the teacher for learning support in dedicated basic education is “a teacher who manages school plans for students eligible for learning support and supports implementation of related contents”. second, the duties in job of the teacher for learning support were total 8, which include 67 tasks. Third, among the analyzed jobs, important and difficult tasks and high-frequency tasks can be seen as roles that must be mastered when in charge of this work. This study of the focus is on establishing measures to support teacher expertise to ensure basic academic ability. Based on the results of this study, academic and institutional recommendations were presented.