• Korean Journal of Social Welfare Studies
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• v.42 no.4
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• pp.413-443
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• 2011

The objectives of this study were to survey the level of social capital owned by self-support program participants, and to analyze the direct and indirect effects of social capital on their quality of life. Particularly because an individual's life is highly likely to be influenced by multiple aspects including human relation, this study purposed to determine the mediating effect of job satisfaction in the relation between social capital and the quality of life. The survey used a structured questionnaire, and in the contents of the questionnaire, the quality of life was selected as a dependent variable, social capital as an independent variable, and the job satisfaction as a mediating variable affecting the relation between social capital and the quality of life. The results of this study were as follows. First, as to the relation between self-support program participants' social capital and the quality of life, the network level and the normative level hand an important effect on the quality of life. Second, as to the relation between self-support program participants' social capital and job satisfaction, social capital had a negative effect on job satisfaction. Third, in the relation between self-support program participants' social capital and their quality of life, the mediating effect of job satisfaction was positive and this supports the spillover model among hypotheses on the relation between job satisfaction and the quality of life.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.390-400
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• 2006

The purpose of this study is to propose an improvement plan based on an analysis of the current earth science teacher education curriculum in the department of education in the four fields of teaching profession theory: student-teacher practice, subject lesson education, and subject content education. The following are the conclusions and suggestions of this study. In case of teaching profession theory, too much emphasis is put on pedagogical theory over practical issues, and a problem arises upon completion. Therefore, it is sugguest that teaching profession theory might be completed before subject lesson education to ensure more authentic subjects performing teaching profession. The current term for student-teacher training is too short to understand the whole school system. Current school system does not have any off-job training course or internship system. Therefore, student-teacher training term should be increased by at least $3{\sim}6$ months to play a vital role in the current system. The credit number of subject lesson education is too small compared with subject content education. Consequently, the credit number of subject lesson education should be increased, and more professor majored in subject lesson education should be recruited. Significant deviation between the content of subject content education and that of middle school grade exists, and there is also much difference in the ratio of subject according to university. To get rid of these problems, subject content education should be connected with subject lesson education and appropriate number of credit needs to be assigned to each subject domain.