• 한국시스템다이내믹스연구
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• 제15권1호
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• pp.5-27
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• 2014

The purpose of this study is to analyze the school autonomy policy based on the system thinking perspective using causal loop diagrams. School autonomy was the main educational policy concerning school domain during the last government and was the instrument for school-based management, but it was not implemented effectively in site. The school autonomy policy practically disappeared as an explicit policy agenda in the current government. This study displays causal loop diagrams about the policy's logic and contents of school autonomy, in terms of curriculum, human resource management, and a supportive system. The causal loop diagrams depicting the implementation of the school autonomy policy are suggested concerning excessive enforcement and the confirmative mechanism for policy implementation. The conclusion provides some research implications and future directions.

• 가정과삶의질연구
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• 제34권6호
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• pp.27-40
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• 2016

This study examined the mediating effects of irrational beliefs on the relationships of middle school students' autonomy of psychological growth environment and behavioral anger responses(impulsive reaction, verbal aggression, physical confrontation and indirect expression). A sample of 346 first and second year students of middle school participated in the autonomy of psychological growth environment scale, the irrational beliefs scale and behavioral anger responses scale. Pearson's correlation analysis and regression analysis were performed. The results showed that: ⑴ The relations among autonomy of psychological growth environment, irrational beliefs and behavioral anger responses were significant. The autonomy of psychological growth environment had negative correlations with irrational beliefs and behavioral anger responses. Irrational beliefs produced positive correlations with behavioral anger responses. There were positive correlations among the subtypes of behavioral anger responses. ⑵ There were mediating effects of irrational beliefs between autonomy of psychological growth environment and behavioral anger responses. The effects of autonomy of psychological growth environment on impulsive reaction, physical confrontation and indirect expression were fully mediated by irrational beliefs. However, the effect of autonomy of psychological growth environment on verbal aggression was partially mediated by irrational beliefs. This study demonstrated that irrational beliefs mediate the relationship between autonomy of psychological growth environment and behavioral anger responses.

• 수산해양교육연구
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• 제24권6호
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• pp.989-1002
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• 2012

The purpose of this study was to figure out adoption of curriculum autonomy policy by a middle school. To achieve the purpose, official documents accepted or produced by the school were examined regarding how much curriculum autonomy was given to the school. As well as, minutes on curriculum organization and implementation and interviews with significant figures in the school were analyzed to reveal how the school exerted its curriculum autonomy. The results indicated that superior educational administrative institution that had made decision on curriculum autonomy policy and promoted it constantly sent to the school official documents that required it to report what had been done. Such practices prevented the school from autonomous organization and implementation of curriculum. In addition, as most decisions on curriculum organization and implementation at school level was made by administrator and teachers with special position, most teachers remained at passive status to accept what had decided by them. Parents'committee did not exercise their rights by lack of expertise and passive attitude.

• KDI Journal of Economic Policy
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• 제38권3호
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• pp.1-15
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• 2016

Improving the quality of school education is one of the key policy concerns in Korea. This paper examines whether providing schools with adequate autonomy and incentives can meet the policy goals by looking at a recent policy reform in Korea. In 2009, the Korean government granted autonomy to certain private high schools on the condition that no financial subsidies would be provided to the schools. Because the autonomous private high schools cannot receive a subsidy, they have a strong incentive to meet parental demands because schools failing to meet these demands will lose students and will have to close. Applying the value-added model to longitudinal data at the student level, I find that students entering these autonomous schools show faster growth in their academic achievement than their peers in traditional non-autonomous schools. These results suggest that providing schools with autonomy and incentives can be a useful policy tool for improving school education.

• 수산해양교육연구
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• 제21권4호
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• pp.592-606
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• 2009

The purpose of this study was to see teachers' perception on the School Autonomy Policy and to give some suggestions for better settlement of the policy. To achieve the above aim, we used survey method to 390 teachers and analyzed 363 responses with SPSS program. The research findings are as follows. Most of teachers supported the intent and aim of the School Autonomy Policy, however, the respondents showed conflicting responses on the contents, process, core subject according to their interests. In other words, respondents who have more teaching career including principals answered positively on the policy and it's process than lower career teachers. Lower career teachers expressed very negative recognition and little understanding for the policy itself. From the result of the survey, it could be suggested that the teachers' cooperation, especially lower career teachers' conciliation, is very important to settle down the School Autonomy Policy successively.

• 아동학회지
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• 제32권5호
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• pp.67-84
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• 2011

This study examined the effects of parental control and children's autonomy on self-esteem, using a sample of 415 school-age children (208 boys and 207 girls) recruited in Seoul. Ordinary Least Square regressions revealed a variety of gender-based differences in the associations among these three variables. Boys with high maternal behavioral control had high levels of self-esteem, whereas girls under low paternal psychological and high behavioral control reported high levels of self-esteem. Boys with high maternal behavioral control and girls with high paternal behavioral control also reported high levels of autonomy. Autonomy was found to exert a positive impact on self-esteem for both boy and girls. Autonomy played a mediating role in the relationships between maternal behavioral control and self-esteem for boys, and between paternal behavioral control and self-esteem for girls. These findings highlight the differential influences of psychological control and behavioral control on autonomy and self-esteem, as well as the relative impact of the opposite sex parent on the development of autonomy and self-esteem in late childhood.

• 한국학교보건학회지
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• 제30권2호
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• pp.103-112
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• 2017

Purpose: The Purpose of this study was to examine school health teachers' burnout, engagement, job demands and job resources and to identify the factors that influence burnout and engagement. Methods: The participants were 222 school health teachers working in elementary, middle or high schools. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and hierarchical multiple regression. Results: The significant factors influencing burnout were rewards (${\beta}=-.51$), autonomy (${\beta}=-.15$), and job demands (${\beta}=.13$). These factors explained 42% of the variance in burnout. The significant factors influencing engagement were feedback (${\beta}=.49$), rewards (${\beta}=.21$), type of employment (${\beta}=.15$) and autonomy (${\beta}=.13$). These factors explained 49% of the variance in engagement. Conclusion: The study showed that job demands increase burnout, while job resources such as rewards and autonomy alleviate it. In addition, job resources, such as feedback, rewards and autonomy, increase engagement among school health teachers. Therefore, in order to reduce burnout and increase engagement among school health teachers, it is necessary to reduce the level of job demands and to provide enough job resources such as rewards, autonomy and feedback by improving the job environment.

• 한국보건간호학회지
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• 제29권1호
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• pp.90-101
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• 2015

Purpose: The purpose of this study was to investigate impact of sexual knowledge and sexual self-efficacy on sexual autonomy in middle school students in a rural area. Methods: With a cross-sectional descriptive design, 236 second-grade students were recruited from 4 middle schools using convenience sampling. The instrument was a self-administered questionnaire on sexual knowledge, sexual self-efficacy, and sexual autonomy. Data were analyzed using 2-sample t-test, one-way ANOVA, Scheffe, Pearson correlation coefficient, and stepwise regression. Results: Results showed significant positive correlations among sexual knowledge, sexual self-efficacy, and sexual autonomy. Sexual self-efficacy and sexual knowledge explained 37% of the variance in sexual autonomy. Conclusion: Findings of this study suggest that it is relevant to address sexual self-efficacy as well as sexual knowledge in order to increase sexual autonomy in middle school students. Further studies are warranted to investigate these variables with a larger sample and for development and validation of interventions to enhance sexual self-efficacy and sexual autonomy in middle school students.

• 한국의류산업학회지
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• 제5권3호
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• pp.251-259
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• 2003

The young casual wear market has been recently increased by the great buying power of the target consumers, although they don't have their own discretionary income. The purpose of this study was to investigate clothing attitudes of the adolescent consumers of the young casual wear market according to the groups of personality types. The questions on introversion/extroversion of MBTI test were adopted to measure introversion/extroversion in personal characteristics. The questions in "The personality diagnosis of high school students" developed by Lee, Chongseung and Chung, Bummo were adopted to measure stability, dominance, sociability and autonomy. Variables of clothing attitudes were composed with attentiveness, modesty and conformity. A total 488 high school students in Seoul participated in the survey. SPSS Win 10 statistical package was used to analyze the data: frequency, t-test, ANOVA and factor analysis. After statistical analysis, the following results were found. Groups of introversion and extroversion, and groups of low, medium and high degree of stability, dominance, sociability and autonomy showed no significant difference based on sex difference and school types. Students who has a high extroversion showed a high degree of attentiveness in clothing attitudes. Students who has the lowest sociability and the lowest autonomy showed a high degree of attentiveness. Students with the lowest autonomy showed a high degree of conformity. The younger the students were, the higher their attentiveness and modesty in clothing attitudes.

• 한국콘텐츠학회논문지
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• 제12권12호
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• pp.499-509
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• 2012

이 연구의 목적은 단위학교 자율역량에 대한 개념을 정의하고 이에 관한 교원들의 인식 분석을 통해 단위학교 자율역량을 향상하기 위한 시사점을 도출하는 데 있다. 이를 위해 초 중등학교 교원 260명을 대상으로 설문조사를 실시하였다. 설문 결과, 단위학교 자율역량에 관한 교원들의 인식은 직급별, 경력별에 따른 유의미한 차이가 큰 것으로 나타난 반면, 학교특성별에 따른 유의미한 차이는 거의 없는 것으로 나타났다. 이 연구 결과를 통해서 도출된 단위학교 자율역량 향상 방안은 다음과 같다. 첫째, 단위학교 자율역량 중 전략적 역량을 신장하기 위해서는 단위학교 차원으로 학교자율화를 위한 권한을 보다 확대하고 이양할 필요가 있다. 둘째, 단위학교 자율역량 중 인적자본 역량을 신장하기 위해서는 학교구성원들의 전문적 능력을 최대한 발휘할 수 있는 여건을 조성해야 한다. 셋째, 단위학교 자율역량 중 조직운영 역량을 신장하기 위해서는 단위학교 조직문화에 대한 변혁적이고 창조적인 재구조화가 요구된다.