• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.415-425
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• 2017

The aim of this study was to identify the effective factors for improving the professionalism of the social welfare public organization and to suggest the implications for the relationship between public social welfare and educational alternatives. For the analysis, 637 government officials who worked in the social welfare department of local governments in Kangwon province were surveyed. Based on previous studies on the organizational effectiveness, this study examined differences in the perceptions of job stress, organizational satisfaction, organizational commitment, and social support by characteristics (gender, major, and serial), followed by relationship educational alternatives (job training, healing camp, psychological counseling). The differences according to gender were significant only in the creativity of the work and the self-esteem of the institution. Through the confirmation of recognition difference according to whether they majored or not, it was confirmed that expertise of the major in social welfare was necessary for job performance ability and suggested the urgency of the appointment of a major. The differences among the serials showed that administrative work is more difficult than social welfare work in terms of professionalism and expertise. Finally, based on the results of the causal relationships with educational alternatives, this paper introduces and operates systematic educational programs, such as personal psychological counseling and organizational healing camp management, as well as the need for active and proactive responses to changes in social welfare administration organizations.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.47-74
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• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.49-71
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• 2000

The purpose of this study was to serve as a basis for school health care of better quality, by making a comparative analysis of the health care satisfaction and attitude of elementary school students in consideration of their general characteristics and the presence or absence of nurse teacher. The subjects in this study were 919 selected six graders in 16 elementary schools in the city of Tongduchun, Koyang and Euijungbu, Yangju-kun and Yeunchun-kun. A survey was conducted with questionnaire designed for measurement of health care satisfaction and attitude. As a result of analyzing the data collected from June 1 through 15, 2000, the conclusions were as follows. 1) As for the general characteristics of the students investigated, the subjects included 513 boys(55.8%) and 406 girls(44.2%). The schools where 390(42.4%) students attended were located in municipal area, and the schools where 529(57.6%) students attended were located in kun area. 608(66.2%) students had a nurse teacher at their schools, while 311(33.8%) students had no nurse teacher. 498(54.2%) had an experience to use the health room this year, but 421(45.8%) had no such an experience. Their mean school life satisfaction was scored $3.42{\pm}.71$, above the average. And their health condition was rated $3.81{\pm}.87$, which implied they tended to be in good health. 2) The mean satisfaction at the health room operation was scored $3.33{\pm}.71$, above the medium level. What they were most satisfied with($4.02{\pm}1.08$) was, among the health room facilities, that there were beds. But they expressed the least satisfaction($2.83{\pm}1.17$) at the location of health room. The presence or absence of nurse teacher made a significant difference to their satisfactionat health room operation, because the students in schools with nurse teacher showed greater satisfaction($3.42{\pm}.72$) than the others in schools with no nurse teacher did($3.15{\pm}.66$). 3) Concerning their attitude to use the health room in case of disease or accident occurrence, a lot of students in schools with a nurse teacher, who had ever suffered from indigestion, headache or traumatic injury, used the health room. In schools with no nurse teacher, there was a tendency to talk to their class teachers(p<.001). The recognition of the necessity for health counseling was generally on a medium level. The counselor whom they wanted to discuss health problem with was family or friend in the largest cases. Few students discussed with class teachers in case there was a nurse teacher in school. Instead, some of them discussed with friend, family or nurse teacher, and there was a significant difference between them(p<.001). 4) The mean satisfaction at health, sanitation and environmental management was rated $3.20{\pm}.90$, above the average. The classroom lighting gave them the best satisfaction with $3.67{\pm}1.07$, but the satisfaction at toilet cleanness and disinfection was not good with $2.83{\pm}1.19$. By the presence or absence of nurse teacher, those who had a nurse teacher expressed better satisfaction at water supply facilities including hot water than the others who had no nurse teacher did(p<.001). But no significant difference was observed in the other items. 5) The health education satisfaction was rated $3.19{\pm}.99$, which was on a medium level. By item, the mean satisfaction level was $3.36{\pm}1.19$ at nurse teacher's explanation about treatment, $3.13{\pm}1.15$ at the frequency of health education, and $3.08{\pm}1.16$ at the explanation on the cause of disease. By the presence or absence of nurse teacher, the students with nurse teacher showed significantly better satisfaction at every factor0(p<.001). 6) Regarding health education attitude, their recognition of the need for school health education was scored $3.89{\pm}.96$. Those who had a nurse teacher felt it more necessary($3.96{\pm}.92$), yet the others who had no nurse teacher felt its necessity a little less($3.74{\pm}1.01$). The most preferred thing for them to learn in health education was first aid, followed by sex education, obesity prevention, safety accident prevention in school and outdoors, smoking-related health, good use of leisure time, and environmental pollution cause in the order named. According to the presence or absence of nurse teacher, there was a significant difference in sex education(p<.01), but no significant disparities were found in the other factors. The most preferred person who would offer health education was a lecturer from the outside(45.8%) and nurse teacher(45.4%). Their preference for class teacher as a person in charge of health education was just 8.8%. But the presence or absence of nurse teacher didn't produce any differences to their preference for a person in charge of health education.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.2
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• pp.12-25
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• 2021

Objective : This study explored the effects of family-centered coaching using a sensory integration-based approach on the levels of performance and satisfaction for children with autism spectrum disorder (ASD). Methods : From April 16, 2020 to August 6, 2020, participants included 10 children with ASD, between the ages of three to six who met the inclusion criteria, and their guardians. I used the Canadian Occupational Performance Measure (COPM) to evaluate the children's levels of performance and satisfaction and the Goal Attainment Scaling (GAS) to evaluate their occupational performance. The experimental group (n=5) continued the sensory integration therapy while receiving their personalized family-centered coaching training for 60 minutes per week. This continued for four weeks via home visits and video calls. The control group (n=5) also continued to receive the sensory integration therapy while receiving sensory integration-based general counseling in relation to activity objectives. Results : Statistically significant differences were found in the scores of COPM performance and satisfaction and the GAS scores between the experimental group and the control group, before and after the intervention (p<.05). Statistically significant differences were found in score changes in COPM and GAS, between the two groups (p<.05). Cohen's d also showed a big effect size on the scores of COPM satisfaction (d=2.768) and the GAS scores (d=2.786). Conclusion : This study demonstrated that the sensory integration-based, family-centered coaching had more positive effects on the level of performance and satisfaction of children with ASD, than general counseling.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6595-6603
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• 2015

This study analyzes the moderating effects of the self-esteem on the life satisfaction of 2,040 middle school senior students using the Korean Children and Youth Panel Survey 2012 Data (KCYPS 2012) provided by the National Youth Policy Institute. The path analysis of how environmental characteristics, such as parents, friends, and school, affect life satisfaction, is based on four groups of self-esteem, categorized by positive and negative self-evaluation levels. The analysis suggests that groups with higher levels of positive self-evaluation have closer relevance in more paths than other groups. Furthermore, in groups with higher levels of negative self-evaluation, negative effects on life satisfaction are offset by positive self-evaluation. These results suggest research associated with the mental health of adolescents and their self-esteem should be performed according to two separate levels of self-esteem: positive self-evaluation and negative self-evaluation. Since low levels of negative self-evaluation doesn't necessarily guarantee high levels of positive self-evaluation, counseling for adolescents needs to have different tracks, addressing positive and negative self-evaluation levels.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.424-432
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• 2014

The purpose of study is to understand the relation with factors which affect the mental health and to investigate self-esteem, department satisfaction and career stress among dental hygiene students. The study performs self-administered questionnaires survey from March to May, 2013, among dental hygiene students of college in Busan and Ulsan with the convenience sampling and finally analyzes 376 questionnaires. The study performs the path analysis to analyze the impact of the mental health on self-esteem, department satisfaction and career stress and the correlation among these variables. The analysis result shows that the self-esteem most affects and the direct effect on the mental health. The factor which affects the self-esteem is the department satisfaction show direct effect, also career stress has direct and indirect effect. Self-esteem is important factors in the department satisfaction, career stress and mental health. Thus, a stable mental health for students and groups of individuals who need to take advantage of professional counseling and career exploration program structured should be configured.

• Journal of Korean society of Dental Hygiene
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• v.6 no.4
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• pp.437-453
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• 2006

To analyze dental hygienists and other manpower at dental care service institutions where a dental coordinator was working among about 200 dental care service institutions in Seoul, Gyeonggi Province, and Incheon as of June 2005 for contents of training for dental coordinators, opinions of qualification of dental coordinators, present and future services provided by dental coordinators, and awareness of dental coordinators and to provide basic data about future services, roles, and cultivation of dental coordinators, a survey was conducted and 216 copies returned were analyzed, obtaining the following results. 1. 83.8 percent needed an educational program for dental coordinators as an educational content; 41.7% had awareness of the educational content; and 83.8 percent insisted that over the intermediate level of curricula should be taken. Dental coordinator cultivation institutions identified included the institution under the control of the Korean Dental Hygienists Association and the education center for the department of dental hygiene; 76.9% insisted that an appropriate qualifying examination should be necessary. They suggested the central government department and the local government as a certification institution; 39.4% insisted that financial support for the education should be provided by financing education alone. Only 28.7% experienced dental coordinator education and 73.1% hoped to serve as a dental coordinator. They were found to expect a rise in payment(64.4%) and in the title(46.8%) after completion of the educational program. 2. 66.2% saw a dental hygienist as the most appropriate for a dental coordinator; clinical career (39.4%) and practical capacity(29.2%) were suggested as requirements for a dental coordinator; and a period of over three years(47.2%) was suggested for appropriate dental career. 3. Dental coordinators' present services included 'reservation management' for customer management, 'staff service training' for organization management, 'understanding of customer reception attitudes and actions' for self-management, 'hospital information management' for hospital marketing, 'acceptance' for hospital affairs management, and 'hospital environment management' for hospital facilities management; their future services included 'acquisition of ability to use a foreign language' for self-management, followed by 'staff service training' for organization management, 'training and counseling' for customer management, 'acquisition of counseling capacity' for self-management, 'complaining customer reception' for customer management, and 'marketing strategy implementation' for hospital marketing. 4. After comparing dental hygienists and other manpower in terms of dental coordinators' future services, dental hygienists showed interest in 'acquisition of ability to use a foreign language,' 'staff service training,' 'complaining customer reception,' and 'acquisition of counseling capacity' while other manpower showed interest in 'acquisition of ability to use a foreign language,' 'document data management,' 'acquisition of basic service manner,' 'acquisition of counseling capacity,' 'manpower management,' 'establishment and evaluation of a marketing strategy,' and 'education and counseling.' 5. As for awareness of dental coordinators, they were thought of as helpful in improving image of a dental clinic; it was found that continuous training should be necessary to develop dental coordinators' capacity; dental coordinators' services should be important and contribute to patients' qualitative satisfaction.

• Journal of agricultural medicine and community health
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• v.24 no.2
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• pp.331-350
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• 1999

This study was attempted to examine relationship between personality traits and job satisfaction of community health practitioners(CHPs) working in remote rural area in order to suggest some methods to enhance their lob performance and the degrees of job satisfaction. The General Personality Test and the revised version of Job Satisfaction Questionnaire were administered to 200 of 348 CHPs in the Kwangju-Chonnam area and then the percentages, means, standard deviations and Pearson's correlation coefficients of these data were obtained, ANOVA and logistic analysis were used. The results of study were as follows : 1. CHPs without religion were more satisfied with their salary than those with religion. 2. CHPs who hoped for continuous education showed higher scores than the others on necessary job, professional pride and autonomy. Those who chose for independent job showed higher scores than the others on both necessary job and professional pride. Those who hope for long duration showed higher scores than the others on both necessary job and professional pride. Those who were satisfied with the present occupation showed higher scores than the others on pay satisfaction, necessary job, professional pride, interaction, autonomy and demand from organization. 3. Their autonomy scores differed significantly according to work status, both interaction and autonomy scores did so according to the fields of the past job in CHP, and their autonomy scores according to location of clinics. Their interaction scores differed significantly according to the frequency of home visits per mouth, both the degrees of salary satisfaction and professional pride scores did so according to the frequency of counseling education per mouth, and their professional pride scores did so according to total income per year. 4. The levels of their responsibility and self-confidence showed the highest of all personality traits variables. 5. The professional pride score of CHPs showed the highest of all job satisfaction variables. 6. Dominance were mostly correlated with autonomy and responsibility were mostly associated with professional pride. Both emotional stability and self-confidence were mostly related necessary job. In conclusion, religion, location of clinics, clinical experience, opportunity for education, dominance, self-confidence, the duration of services hoped for, satisfaction with the present occupation, the field of past job and administrative affairs were found to be the important factors in the degrees of their job satisfaction. Therefore, the methods to consider these variables will be necessary to develop for enhancing the efficiency of their Job performance and the degrees of job satisfaction.

• Journal of Service Research and Studies
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• v.11 no.2
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• pp.37-66
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• 2021

This study aims to provide self-development opportunities to hair salons service workers through e-learning and provide the foundation of sustainable hair salons management by cultivating good talents to hair salons service business executives. In particular, the factors affecting e-learning achievement are identified according to learner characteristics to see whether these factors affect the satisfaction of e-learning learners and also affect the performance of management. The results of the study are summarized as follows. As a result of hypotheses testing on the relationship between e-learning learning environment and e-learning satisfaction, it was found that the higher the level of e-learning content quality is, the higher the satisfaction of e-learning is, the higher the satisfaction of e-learning is, and that the higher the quality level of the support infrastructure is, the higher the satisfaction of e-learning is. The results of the hypotheses testing on the moderating effect of learner factors showed that the influence of the quality of the support infrastructure on the e-learning satisfaction differs according to the level of the learner's goal consciousness. However, it was found that the influence of content quality on e-learning satisfaction according to the level of the learners goal awareness, the influence of content quality on e-learning satisfaction according to the level of the aggressiveness of the learners learning attitude, and the influence of the quality of the support infrastructure on the e-learning satisfaction according to the level of the aggressiveness of learners learning attitude were found to identically demonstrate no moderating effects. The results of hypotheses testing on the relationships among e-Learning performance show that the higher the satisfaction of e-learning was, the higher the customer orientation was, and the higher the satisfaction of e-learning was, the higher the contribution of management performance was, and the higher the customer orientation was, the higher the contribution of management performance was. The implications of this study are as follows. First, the actual path of realiting e-learning performance could be identified that is this study provided organizational decision makers involved in the hair salons service operations with practical guidance for the introduction and expansion of successful educational systems. Second, the e-learning environment derived from the theoretical background is different from the e-learning environment required by the learners.

• The Journal of Korean Academy of Sensory Integration
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• v.3 no.1
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• pp.67-77
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• 2005

Objective : The purpose of this paper was to suggest a model of the parent educational program with a sensory integration approach for developmental disabilities. Methods : A questionnaire survey were conducted to investigate the needs of the parent educational program and the satisfaction on after of the parent educational program with sensory integration for developmental disabilities. The parent educational program was completed by 8 mothers and each one children with developmental disabilities ranging in age from five to six years for five weeks. The parent educational program with sensory integration approach were consisted of the lecture, an exploration group and individual counseling for parent and individual evaluation and treatment, and group treatment for children. Results : 1. In the needs of the parent education, 50% for active participation of parent and 40% for the understanding with children. 2. In the satisfaction for the parent educational program with sensory integration, 9.3/10point for a individual education with the home program, 9.0/10point for the understanding with children, 8.7/10point for the chance of a participation in sensory integration program, 6.7/10point for a individual treatment, 5.7/10point for a group treatment. Conclusion : The parent educational program with sensory integration suggest that its useful program to understanding their children and sensory integration for parent.