• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.17-30
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• 1993

The purpose of this study is to investigate teachers’recognition and teaching methods in Housing of Home Economics Text Book of Middle School and to provide the basic data for the improvement of its curriculum. Home Economics teachers of the 433 schools responded in nationwide to the mailed questionaire. The selected data were manipulated by percent and verified in the way of t-test. The findings of this study are as follows: 1. Most Home Economics teachers have ever taken teacher training but there are few who have never taken any teacher training in Housing. And even those who have ever taken the training in Housing are not satisfied with the training curriculum contents. Therefore, the result of this study shows that Housing should be included in the teacher training curriculum contents, and that the teacher training curriculum contents, and that the teacher training curriculum contents should be helpful for the actual teaching and learning. 2. It is necessary to allot more houres for Housing, in that most teachers actually allot more time for Housing than presented in teachers’guide, and to develop more teaching aids for the effective instruction of Housing. In terms of the suitability of Housing to the students’learning development levels, the degree of suitability is in the order of the significance of housing, housing sanitation, the types of housing, the space for housing, the ground plan of housing, the arrangement of furniture. The contents about the interior decoration and gardening of the existing text book have turned out not to be appropriate.. In terms of the relation between the place of residence and the curriculum, Housing is suitable for the city, but not for the farming, mining, and sea village, Teachers suggest that the content of the curriculum about Housing should be varied according to the location of the school. 3. The number of the teaching aids for Housing is in the order of picture, charts and pamphlet but not sufficient.

• Journal of the Korean Applied Science and Technology
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• v.37 no.6
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• pp.1752-1763
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• 2020

The purpose of the study is to examine the relationship between teacher enthusiasm, support for teacher autonomy, support for relationship with peers, and grit for preliminary high school students. This will be able to provide useful information for effective instruction and search for various teaching-learning methods in the physical education field. It was selected based on convenience sampling and judgmental sampling, focusing on those who participate in physical education classes for middle school students. Of the 200 respondents to the questionnaire, the study was conducted through 182 copies, excluding 18 questionnaires that were judged to be unreliable or responded collectively. When looking at the effects of physical education teachers' passion on autonomy support and relationship support, the hypothesis was adopted as it was found to have a statistically significant effect. Relationship support appeared to have a statistically significant effect on grit, so the hypothesis was adopted. However, support for autonomy was rejected as it did not appear to have a statistically significant effect on grit.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.97-107
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• 2007

The purpose of this study is to discover and develop any implications which may arise in relation to science teachers' professional growth and development by investigating the difficulties experienced by elementary school teachers in science classes. 196 elementary school teachers were requested to write an anecdotal report regarding their science lessons. 30 science teachers in middle school also answered the same questionnaire. By means of inductive categorical analyzing, the difficulties were grouped into several categories. The results were as follows: (1) The difficulties elementary teachers experience in their science lessons fall into three categories; 'professional science knowledge(9.8%)', 'science laboratory activities(78.3%)', 'teaching methodology(11.2%)'. (2) Science teachers in middle school experienced similar difficulties. However, distribution differed from that of elementary school teachers; 'professional science knowledge(39.0%)', 'science laboratory activities(35.6%)', 'teaching methodology(27.1%)'. (3) The causes of these difficulties were identified as follows; a lack of time to prepare for science classes, insufficient substantial pre-service teacher education, and a lack of adaptive support to elementary school teachers.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.382-391
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• 2014

The purpose of this study was to confirm the relationship between teacher's resilience and job satisfaction and observe the mediating effect of organization in the relationship. For the study, a survey about resilience, job satisfaction, and organization was conducted on 913 elementary, middle, and high school teachers working at Busan and Ulsan. The result was statistically treated using SPSS 18.0 program. The results of this study are as follows: First, there were as positive relationships among teacher's resilience, job satisfaction, and organization. Second, the mediating effect of organization in the relationship between teacher's resilience and job satisfaction was shown by the partial mediating effect. The result of the study shows that teacher's resilience is the variables influencing job satisfaction but organization is more important variables. Therefore, it suggests to establish organizational ethical climate for active communication among school members in order to improve teacher's job satisfaction.

• The Mathematical Education
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• v.57 no.4
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• Research in Mathematical Education
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• v.14 no.4
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• pp.333-345
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• 2010

This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• Journal of Korean Home Economics Education Association
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• v.12 no.1
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• pp.33-45
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• 2000

The purpose of this study is to investigate that how much do middle and high school students feel stress and life satisfaction in usual life : how much do stress affect their life satisfaction : and which variables affect their stress and life satisfaction. The samples are 235 middle and high school students in Kangneung, The results of this study are summarized as belows; First. In the case of student’s stress, it is perceived that the degree of school life stress is higher than that of family life stress. And the level of family life satisfaction is higher than that the level of school life satisfaction. Second. the students who perceived a lower level of stress showed the higher life satisfaction. The family life stress is a more influential variable than school life stress to life satisfaction Third, the variables that affect the student’s life satisfaction are sex, the school achievement, the perception on the level of living, communication with the family. the relationship with the teacher and the family life stress. These variables account for about 58.8% of the variance of the student’s life satisfaction.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.97-115
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• 2002

The purpose of this study were to examine:(l)gifted middle school students'perception about Support fr~mpe ople around them, (2)the types of social support, (3)the number of support, and (4)the relationships among the factors above and the students' adjustment to school life The results obtained were as follows. On the whole, gifted middle school students obtained social support and their adjustment to school of life was higher than that of average students'. The rriore the students perceived support and help around them, the more they adjusted to their schlml life. The better important relationship was that of teachers' support and the student.,' adjustment to shool life. Namely, when the students perceived their teacher(support, their adjustment to a new school was greater. This study brmrght to atterltion that the teachers' understanding of the gifted students' specific character. In addition, a close relationship between teachers and the students was to be encouraged.