The purpose of this study is to derive the basic and job competencies that educational officialsare equipped with in Gyeonggi-do and to seek ways to develop their competency through theanalysis of educational needs. To this end, first, interviews were conducted with two principals,one vice-principal, three administrative department heads, three heads of school affairs, and 12educational officials and established a competency pool of educational officials. Then, through asurvey, we looked at the priorities of competencies and preferred teaching methods. The surveytargets were divided into 25 educational support offices in Gyeonggi-do, and 15% of all schoolswere sampled by school level (elementary, middle, and high). Of the total 455 copies collected,451 copies with valid responses were used for analysis. The priority of competency was analyzedusing t-test, Borich demand, and The Locus for Focus Model, and the preferred education methodwas analyzed using descriptive statistics. The results shows that the 1st and 2nd ranks of thebasic competencies were flexibility and self-esteem, and the 1st and 2nd ranks of the jobcompetencies were the ability to express intention and the field orientation. The preferred formof education was a blended learning using both online and offline, the preferred place ofeducation was the regional education support office, and the preferred education period wassummer vacation and winter vacation. Based on the results, strategies for competencydevelopment of educational officials were presented.

Competency, educational officials, competency priority, needs analysis