• 대한공업교육학회지
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• v.42 no.2
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• pp.1-19
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• 2017

The purpose of this study is to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes. This study analyzed the differences in the job performance hours and reasonable hours that have been investigated according to special subject teachers and general subject teachers. Based on Job Specifications of Teachers Working at Secondary Level Technical Vocational Education Institutes, the development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follows. First, the total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be 2,787.8 minutes and 2,934.7 minutes respectively with a difference of 146.9 minutes. In regards to the job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs and administrative duties, and lesson preparation and planning, while the reasonable job performance hours were found to be high in the order of lesson administration, lesson preparation and planning, extracurricular student guidance, and school affairs and administrative duties. As for the job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance, and school affairs and administrative duties. In other job categories, it was found that longer job performance hours are needed. Second, the job performance hours perceived by each subject teacher from other schools, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers.

• 대한공업교육학회지
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• v.36 no.2
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• pp.1-23
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• 2011

The purpose of the study was to investigate the generality and applicability of Team-Based Learning model in a technical high school, based on the interviews with students and a teacher. Team-Based Learning model seems to be an effective way in improving the performance of groups as well as the individualized learning and team interaction. We applied a formative research method and identified the strengths of the model including learners' motivation and interests, learner-centered learning, self-efficacy through learning in advance, and concept acquisition from the repetitive learning process. However, we also found the weakness of the model including impracticality of instructional design, a lack of field-oriented problem banks, and needs for identifying learner characteristics and role in instruction. Finally, we analyzed the implications for the Team-Based Learning in the technical high schools in light of team formation, discussion types, active participation, and learners' prior knowledge and attitude, and pre-determined instructional design.

• 대한공업교육학회지
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• v.34 no.1
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• pp.1-18
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• 2009

This study is aimed at analyzing vocational high school teachers' recognition of school consulting and educational demand for securing professionalism from school consultant training, to offer basic information for training school consultant. The survey was intended for vocational high school teachers who participated in the vocational high school teacher training course. The result of this study is as follows. First, vocational high school teachers have sympathy with the necessity of school consulting for 'change and survival' of vocational high school in the future, and recognize that successful school consulting will be possible when, in the first place, teachers and principal/deputy principal who are able to show leadership change for their recognition. Second, as the result of analyzing educational demand for school consultant training, demand for consulting business and case and experience area, like 'School consulting method and procedure', 'Sympathy creation technique', 'Case of innovation through consulting', was higher than for consulting theory. Third, as the result of surveying difference of importance recognition of school consultant training contents, according to experience of joining school consulting, 'Environmental change and necessity of consulting', 'Consulting status of domestic corporation and vocational high school', 'Consulting method and procedure', 'School status analysis technique' showed significant difference, and teachers who have experience showed higher average of importance than those who don't have experience. In conclusion, rather than consulting theory, education for consulting business and experience area and various cases-centered school consultant training program according to experience of joining school consulting should be developed.

• Industry Promotion Research
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• v.8 no.3
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• pp.51-60
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• 2023

The purpose of this study was to verify the double mediating effects of job stress and psychological commitment in the relationship between organizational incivility and job satisfaction of child-care teachers in South Korea. 234 Korean child-care teachers were purposively selected from S city of C Province. SPSS Win.25.0 and PROCESS Macro 4.2 were used for analyzing the data, and reliability analysis, frequency analysis, correlation analysis, and multiple mediation model analysis were conducted. Results are as follows. First, correlation analysis showed significant correlations between organizational incivility, job stress, psychological commitment, and job satisfaction. Second, path analysis showed that organizational incivility had a positive effect on job stress and a negative effect on psychological commitment and job satisfaction. Job stress had a negative and significant effect on psychological commitment and job satisfaction, and psychological commitment had a positive and significant effect on job satisfaction. Third, job stress and psychological commitment had consecutive double mediation in the link between organizational incivility and job satisfaction. This study suggests a way to utilize job stress and psychological commitment when childcare teachers' organizational incivility has a negative effect on job satisfaction.

• 대한공업교육학회지
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• v.37 no.1
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• pp.183-204
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• 2012

This study was to analysis perception about Teaching & Learning Support System of the school of Rural Areas in Korea. In order to accomplish the study purpose, the study conducted a research through Web Survey method and examined their recognition. Major findings of this study were as follows: First, Student was satisfied with TLSS of the school of Rural Areas in Korea. Students would like to 'using e-learning with Electronic board and Tablet PC' among program contents. But the system' utilization was low. However, 90% of the students wanted that teacher usually using the FASTEL. Second, Teacher satisfaction was lower compared to the students is relatively. Teachers prefer 'various after school program' to 'using e-learning with Electronic board and Tablet PC'. However, learning effective of using FASTEL system was a 73.8% of teachers are effective is aware and had. Third, 35% Students recognized that are using the pastel system, frequently, On the other hand, the teachers are 60% and to recognize that there was. The reason doesn't the system to good use is slow wireless. Still, e-learning classroom infrastructure for satisfaction was high. Fourth, Teachers recognized students and the pastel system interaction than other e-learning system high. FASTEL System used in the most uncomfortable things on e-learning classroom Wireless Internet phenomena and lost content lacking, in order, I was told. Therefore, there is an urgent need to improve to include Wireless Internet speed improvements and various content added support, easy-to-use instructional tools Add support order selected.

• 대한공업교육학회지
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• v.38 no.1
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• pp.105-124
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• 2013

This study aims to analyze the teaching and learning methods realities and needs in the subjects 'The basis of the Invention Patent'. To this end, research and analysis of the subjects 'The basis of the Invention Patent' the teacher and take advantage of their current teaching and learning methods, 'The basis of the Invention Patent' subject teachers to recognize the most desirable teaching and learning methods, subjects 'The basis of the Invention Patent' of teaching and learning and the operating requirements of the difficult matters. Survey of 48 schools across the country in high school teachers to teach the subjects 'The basis of the Invention Patent' was conducted, the results of this study are as follows. First, a high percentage of theoretical learning activities, teaching methods, such as 'lectures' and take advantage of the higher percentage. Module was to conduct classes such as 'project', 'lab experiments', 'discussion', 'investigation' by taking advantage of the high proportion of practice learning activities. Second, Higher requirements for the experience and practice of student-centered 'lab experiments', 'project', 'Case Studies', 'field trips' and theory-driven rather than 'lectures'. Third, 'The basis of the Invention Patent' subjects 'Teaching and learning important when operating requirements for the degree' as a whole was highly recognized. in particular, operating requirements for teaching and learning in accordance with the former college of education of education than non-group differences were higher overall response. Fourth, 'The basis of the Invention Patent' subjects 'Teaching and learning difficult when operating your degree' as a whole was highly recognized. In particular, was recognized by difficult questions, such as lack of preparation classes due to excessive work, educational facilities and equipment shortage, lack of prior knowledge about the subject, individual differences of the students considering the difficulties, student's

• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.