• Journal of Science Education
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• v.34 no.2
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• pp.369-382
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• 2010

The purpose of this study is to survey the need of in-service education for the professional development of middle school science teachers' teaching practice. The questionnaire was modified by Young Choi's framework(2010) to survey the level of the progression in the professional development and learning, the degree of in-service education necessity, and the degree of priority of need. The questionnaire was administered to 203 middle school science teachers in Daegu. The mean level of the progression in the professional development and learning were 2.45 and 3.15. The degrees of in-service education necessity to improve level of the progression in the professional development and learning was 3.45, and 3.16. The element and aspect highest degree of priority of need were 'element 1. planning coherent sequences of lessons' and 'aspect 1-4. planning difference among individuals', 'aspect 1-2. planning learning activity'. The degree of in-service education necessity and the degree of priority of need was a significant difference according to almost all of the teachers' characteristics.

• Korean Journal of Social Welfare Studies
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• v.49 no.2
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• pp.211-232
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• 2018

The purpose of this study is to verify whether the types of welfare attitudes are classified according to the welfare regimes. Specifically, this study tried to confirm whether the satisfaction and needs of the role of government for inequality reduction are divided into welfare regimes. For the purpose, this study conducted a comparative analysis of 24 European countries using the 6th European Social Survey (2012) and the Eurostat data. The main results of the analysis are summarized as follows. First, there is a difference in the satisfaction and needs of the role of government for the inequality reduction among the welfare regimes. Generally, the satisfaction is high in the Nordic countries, while the needs is high in the southern and eastern European countries. Second, there is a correlation that the country where the per capita welfare expenditure level is high and the redistribution effect is strong have high level of the satisfaction. Third, the types of welfare attitudes are classified according to the welfare regimes. In particular, the Nordic countries are converging into a cluster with low needs and high satisfaction. These countries have high level of social spending and strong redistributive effects. This study suggested policy implications based on the above results.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.26-38
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• 2022

Objective : The aim of this study was to determine the priority competency by analyzing the importance, performance, and educational requirements of occupational therapists to develop a competency in performing sensory integration intervention. Methods : Occupational therapists were surveyed by gender, age, educational background, work location, occupational therapy experience, and sensory integration therapy experience. The difference was investigated through the importance-performance analysis of competency, and the priority of the competency was investigated using the Borich demand analysis method. Results : The therapists recognized professional competency as the most important, whereas performance was the least important. In all sub-competencies, the importance was high, but the performance was low. As a result, the education requirement was highest for professional competency. The importance-performance analysis revealed that professional competency was the area requiring the most urgent improvement. As a result of the Borich demand analysis, statistically significant differences between the importance of all competencies and the actual performance. The most significant difference was found in the professional competency group. Conclusion : The occupational therapists in this study who performed sensory integration interventions recognized professional competency as the most important but most lacking in actual clinical practice. The results of this study will be used as guidelines for developing competency-based sensory integrated intervention curricula.

• Journal of Hospice and Palliative Care
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• v.10 no.4
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• pp.195-201
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• 2007

Purpose: As a part of the analysis of home-based cancer patients management of public health renters in cities, counties and districts across the nation, this study is to understand the degree of patient demands for that management and the degree and scope of the supply for the patient's demand. Methods: Developed the questionnaire which was constituted of degree of demand and supply for home-based cancer patient management and analyzed data centering on the frequencies and percentages by utilizing SPSS WIN 12.0. Results: The services provided through the home-based cancer patients management project include physical, emotional, spiritual and education/informative services. A survey was conducted for home-based cancer patients about these services, and its result showed that the degree of demand and supply was highest for emotional service, followed by education/informative service, spiritual service and physical service in the order of the demand-supply degree. When main items for each service were examined, it was found that: in the case of physical service, pain control was provided murk lower than its demand, while excretion disorder control and individual hygiene is provided murk more than its demand. In the case of emotional service, the degree of demand was overall higher than that of supply; spiritual service was provided appropriately to the degree of demand. Conclusion: This study examines the home-based canter patients management project of public health centers and compares and analyzes the degree of demand for patient services and the degree of services that are actually provided. The findings could be used as based data for the development of effective programs in future on the basis of actual demands of home-based cancer patients.

• Journal of vocational education research
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• v.35 no.6
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• pp.65-84
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• 2016

This study aims to explore the duty system of the lifelong learning counseling, and to analyze the needs of counseling practice which are conceived by lifelong education practitioners. Based on the related prior studies, the duty system of lifelong learning counseling was investigated and classified. Also, differences of how to recognize the importance of counseling job and how to practice counseling are assessed by Borich method. After data were collected by practitioners from lifelong education field, the dependent t-test and the Borich needs assessment formula were used for analysis of the collected data. The results are as follows: the 4 subdivided duties of lifelong learning counseling are formation of relationship, learner's analysis, learning promotion, and follow-up management. The 11 tasks are learner's interview, providing learning information, analysis of learner's characteristics and needs, learning level diagnosis, diagnosis of learning inhibiting factors, promotion of learning motivation, advice of learning course and learning method, support of study circle activity, career planning counseling, follow-up counseling, and counseling evaluation. According to the needs assessment, learner's analysis is conceived as the most important duty among the 4 sub-duties, and learner's analysis is regarded as second important duty by the counseling practitioners. Among the 11 tasks, providing learning information is the most important tasks among counseling practitioners, and analysis of learner's characteristics and needs is followed as second task. The duty system of the lifelong learning counseling and needs assessment data can be used as the basic data for lifelong education practitioners to conduct the duty of lifelong learning counseling efficiently and to support the lifelong learning plan according to learner's characteristics.

• Korean Journal of Psychosomatic Medicine
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• v.28 no.2
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• pp.126-134
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• 2020

Objectives : The purpose of this study was to investigate the needs for return-to-work support of cancer survivors and related factors in patients with cancer and their caregivers. Methods : 182 patients and 114 caregivers were recruited. Distress Thermometer and Problem List and scale ranging 0~10 measuring the degree of needs for return-to-work support were utilized. The needs for return-to-work support between the patient group and caregiver group (patient's needs evaluated by the caregiver) were compared, and related factors were investigated using logistic regression analysis. Results : 34.6% and 28.1% of patients and caregivers reported return-to-work support of cancer survivors is "very necessary". The degree of needs was 6.60±3.365 points in the patient group and 6.17±3.454 points in the caregiver group, with no significant difference (p=0.282). The needs for return-to-work support evaluated by patients was high when they underwent surgery (OR=2.592, p=0.007), has fertility problems (OR=6.137, p=0.025), has appearance problems (OR=2.081, p=0.041), or has fatigue (OR=2.330, p=0.020). The needs for return-to-work support of patients evaluated by caregivers was high when patients treated with breast cancer (vs respiratory cancer, OR=13.038, p=0.022 ; vs leukemia/lymphoma, OR=4.517, p=0.025 ; vs other cancer, OR=13.102, p=0.019), has work/school problems (OR=4.578, p=0.005), or has depression (OR=3.213, p=0.022). Conclusions : The degree of needs for return-to-work support of cancer survivors was high, and factors related to the needs were different between the two groups. This suggests that return-to-work support of cancer survivors is required, and clinical characteristics, the distress of patients, and differences between patients and their caregivers should be considered in establishing a support plan.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.239-255
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• 2005

The purpose of this study was to understand middle school Home Economics teachers' family value and needs on learning objectives of family life area, and to identify the relationship between the two. Data was collected from the survey mailed to the teachers responsible for family life area in $\lceil$Technology/Home Economics$\rfloor$ in middle schools in Korea. The collected 312 questionnaires were used for final analysis. SPSS/WIN program was used for calculating average, standard deviation, percentage, t-test, ANOVA with post-verification scheffe., and correlation analysis. Followings are the summary of the results of this study. Firstly, the family value of middle school Home Economics teachers was relatively modern. They had very modem sense of value in all of the sub-areas such as sense of value on marriage. on gender role. on children, on filial love, and familism. Secondly, regarding needs on family life area of learning objects of Home Economics teachers, the requirement on emancipatory system of action was the highest. technical system of action was the next, and Communicative System of Action was the lowest. Thirdly, in the relationship between the needs of teaming objects of family life area and the family value, the needs of technical and interpretive behavioral system had few things to do with the family value. However. the needs on teaming object needs of emancipatory system of action was higher as the family value was modern. The trend in the relationship with needs was same in all the sub-areas such as sense of value on marriage, on gender role, on children. on filial love, and familism. However, the family value and the achievement level of family life area goals did not show significant correlation. Fourthly, regarding the family value and the needs on teaming objectives of family life area of middle school Home Economics teachers, those who were female, who had certificates for Home Economics Teaching, who were young and who had less experiences in teaching had more modem family value and required more teaming objectives in emancipatory system of action. Considering the results of the study, it is needed to emphasize the learning objects of emancipatory system of action in family life education by inducing consensus on the proposition that Home Economics subject is a critical and practical subject. To do this. it is needed to provide Home Economics teachers with emancipatory interest and mature family value through educating and refreshing them. It is desirable to separate Technology and Home Economics so that certificated Home Economics teachers could teach family life area. In that case they can teach the subject in the point of practical criticism. If the area is to be taught by other subject teachers there should be enough understanding on the philosophy and nature of Home Economics subject beforehand.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.2
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• pp.1-10
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• 2022

Objective : This study aimed to investigate the importance, performance, and educational needs of sensory integration intervention competency for newly employed therapists who use sensory integration intervention. Methods : The general characteristics, importance, performance, and educational needs of sensory integration intervention competency were investigated for therapists with less than three years of experience in sensory integration intervention. Educational needs and rankings were identified through Borich needs analysis. Results : The competency cluster that newly employed therapists perceived as the most important but with the lowest performance level was "Expertise," and the demand of the "Expertise" competency cluster was also the highest in the analysis of educational needs. The difference in importance and performance in all sub-competencies was statistically significant. In the Borich needs analysis, the rank of educational needs was derived as follows: "Evaluation skill" (5.56), "Analysis skill" (5.50), and "Overall knowledge of occupational therapy" (5.47). Conclusion : It was found that the newly employed therapist using sensory integration intervention recognized professional competency as the most important, while also recognizing that their professional competency was low. Accordingly, education to enhance professional competency was most needed. This study presented basic data for the direction of education to strengthen competency in consideration of the educational needs of newly employed therapists.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• 대한공업교육학회지
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• v.38 no.2
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• pp.68-88
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• 2013

This study is to analyze teacher's recognition and needs of STEAM education in specialized high schools for technical fields. For this study, survey using questionnaire was applied to teachers in specialized high schools for technical fields. This study includes the recognition and the needs on STEAM education of general and industrial subject teachers in specialized high schools for technical fields. In order to carry on this study, 655 questionnaires were collected from teachers of 16 specialized high schools for technical fields in the whole country. Practically, 611 questionnaires (257 of normal subject teachers and 398 of industrial subject teachers) were used for this study. As a result, it is known that the needs of STEAM education is larger to industrial subject teachers than general subject teachers. But it is disclosed that STEAM education is more difficult to general subject teachers than industrial subject teachers. In requirements of teaching-learning, general subject teachers only required reference materials, but industrial subject teachers needed STEAM lesson under the same subjects and data sharing system as a priority. General and industrial subject teachers also considered education program development for creative thinking skills and problem solving abilities as a priority. Finally, in the administrative and financial requirement, both of them demand to reduce administrative tasks as a priority.