• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.191-199
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• 2005

Purpose: The purpose of this study was to identify the relationship between health perception and health promoting lifestyle with female teacher at elementary school. Method: The survey was carried out on a convenience sample of 757 teachers in B metropolitan city. Data were collected from November to December, 2004, by using the Health Perception Questionnaire and Health promoting lifestyle Profile(HPLP), and analyzed by SPSS program. Result: 1. The score of health perception status was $2.82{\pm}0.24$, and health promoting lifestyle was $2.61{\pm}0.41$. The highest subcategory of health promoting lifestyle was self actualization, and the lowest one was health responsibility. 2. Health perception was significantly correlated with health promoting lifestyle. 3. Health perception was significantly different according to economic status. 4. Health promoting lifestyle was significantly different according to age, career and economic status. Conclusion: This study revealed that the health perception is an important factor related to the health promoting lifestyle of female elementary school teacher. Therefore, helping consciously the health perception and health promoting lifestyle of female elementary school teacher to do their job attainment and at same time it has to be a model to the student's health promoting lifestyle.

• Journal of the Korean Society of School Health
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• v.11 no.1
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• pp.111-121
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• 1998

This is the study to the effect that the problems of the protective institution where the whole health of school is performed should be solved for the purpose of much more effective school business after investigating the situations of the management about health system in the elementary school of seoul city The subjects of the research are five students of the school which practices health class in the protective institution, five students of the school which puts health class to practice in each classroom and five nursing teachers who work for each elementary school Its data resulted from that from July to September 1997, I visited five schools in person at Kang nam ku, Dong chak ku, Yong san ku, Kwan ak ku, Kang dong ku and then I met and talked with the nursing teacher and the children Through this inspection and interpretation, I could figure out such things as follows. 1 The structure of the nursing room is so small that it has quite a few things inconvenient for the children and the nursing teacher to use together So for the sake of the health in school, first of all, Its size has to be larger 2. The name as the protective institution has to be changed into the health room. And the room for rest cure, dressing room, counselling room and the room for the health education should be equipped with the inside of health room 3 The nursing teacher as a health teacher has to carry out the health class at a health room. 4 It was required that the principal and the Ministry of Education should be highly interested in the health of school In particular, the advice for instructing expert agents about the health and the cooperation of the principal was urgently demanded. Through the result above, the health of school will be accomplished not only in first-aid treat and injection but also in the education about health as a main duty And the nursing teacher also can play a role as a teacher for health fully The programming, practice and estimation of the health room of the business for health in school will be feedback.

• Journal of Korean Public Health Nursing
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• v.28 no.3
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• pp.619-632
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• 2014

Purpose: This study was conducted in order to analyze the job of school health teacher in Korea. Methods: School health teachers' roles were analyzed by DACUM job analysis. Guide of DACUM methods and workshop were directed by a DACUM job analyst. The DACUM committee identified tasks associated with each duty and completed the DACUM chart. Results: Through DACUM job analysis, the roles of school health teachers were defined; one who manages health of students and staff, and conducts health education; 11 duties and 95 tasks were identified. The committee listed required knowledge and skills, working attitude, and future trends. Emergency and common disease care were the best critical duties, followed by health education, counseling, and self-development. Conclusion: School health teacher plays the roles of nurse and health care manager, and teacher. According to the expansion of health care needs and health education, school health teachers are placed in more essential and critical areas. Their duties and tasks are various and have changed significantly, thus the School Health Act should be changed practically. The results of this study can be used in development of training programs or evaluation of the job performance of school health teachers.

• The Journal of Korean Society for School & Community Health Education
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• v.19 no.1
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• pp.61-70
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• 2018

Purpose: The purpose of this study was to analyze the motivation of choosing a teaching profession, teacher efficacy, and satisfaction of teaching class of pre-health education teachers and compare the teacher efficacy, and satisfaction of teaching class by motivation of choosing a teaching profession group. Methods: The participants were 54 pre-health education teachers studying the teaching curriculum in 1 college located in S city. The collected data was analyzed with descriptive statistics, cluster analysis, ANOVA and Kruskal-Wallis using SPSS/WIN 21.0 program. Results: The average motivation of choosing a teaching profession, teacher efficacy, satisfaction of teaching class were above medium. After cluster analysis, 3 distinct groups emerged: motivation of choosing a teaching profession high group, motivation of choosing a teaching profession middle group, motivation of choosing a teaching profession low group. And the results showed significant differences in teacher efficacy, satisfaction of teaching class according to motivation of choosing a teaching profession group. Conclusion: The findings indicate that motivation of choosing a teaching profession affect the teacher efficacy, satisfaction of teaching class. Therefore It is necessary to identify the variables that influence motivation of choosing a teaching profession.

• Korean Journal of Health Education and Promotion
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• v.15 no.2
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• pp.81-93
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• 1998

The purpose of this study was to analyze the results of teachers' self-evaluation on their health teaching behaviors, then to furnish the basic data to be able to improve teachers' health teaching activities and the educational issues on the education of teachers. To put above aims into practice, these were required: 1. Are there any differences in the results of self-evaluation on health teaching behaviors factors by teachers? 2. Are there any differences in the results of health teaching self-evaluation whether he/she take P.E as major of study in-serviece training period? 3. Does it have any influence on the results of health teaching self-evaluation whether he or she completed on the job training for the school health? 4. Are there any differences in the results of health teaching self-evaluation by sex and career? To carry out a research for this purpose, the factors of health teaching self-evaluation were divided into the clearness of the procedure, the active interaction, the variety of the ways showing the contents, and the individualization of the procedure. Then a questionnaire form, consisting of 28 specific inquires to evaluate health teaching behaviors, was delivered and conducted by 450 teacher of the elementary school in Kyungki-do. The analysis of data was done by SPSS; producing mean and standard deviation and they were inspected statistically to compare the evaluation levels and find out the differences by teachers' personal variables. The conclusion were as follows: 1. In the self-evaluation level of teachers' health teaching behaviors, teachers showed 68.23 point as are percentile distribution. And it was in order of a school-nurse(71.68), an athletic teacher(67.29), and a class-room teacher (65.66). Score obtained by teacher was statistically significant difference (p〈.001) 2. In the factors affecting to teachers' health instruction, “active interaction” showed the highest score(18.55), “variety of ways showing the contents”(17.38), “clearness of the procedure” (16.70), and “individualization of the procedure” (15.59). In the analysis of the differences by teachers, according to factors, there were significant differences in “active interaction”, “variety of the ways showing contents”, “clearness of the procedure”(p〈.001). 3. Self-evaluation score for graduates from Dept. of P. E in Teachers' collage was not significant difference compared with other majors(p〉.05). 4. Teachers receiving health education was significantly higher self-evaluation score than that of teachers not-receiving health education (P〈.01). 5. Self-evaluation score of female teacher was significant difference compared with that of male teacher (p〈.001). 6. Career (working duration) did not influenced to self-evaluation score on health teaching behaviors (P〉 .05). On the basis of the conclusion of this study, the next are suggested: First, the further studies to make use of the results of health teaching behaviors and to examine the effect are needed. Second, the further studies to examine the relations between academic achievement and teachers' major(a school-nurse, an athletic teacher, and a class-room teacher) are needed. Third, the following studies to improve health teaching by both teachers' self-evaluation on health teaching behaviors and students' evaluation of teachers, and to find out more effective health teaching, are needed. Fourth, Health education for pre-service training course and On-the-Job training program are need the effective factors on the teachers' Health teaching obtained from this study.

• Journal of the Korean Society of School Health
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• v.25 no.2
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• pp.147-158
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• 2012

The School Health Act was revised in 2007 and the contents of school health education was officially organized in the school curriculum in elementary, middle and high schools, since the contents of school health education disappeared in 1963. For the successful school health education, sufficient time for health education should be provided by opening health education course as an essential subject in every grade. The large scale schools need to have more school health teachers for performing efficient health education and in all schools there needs to be a reorganization of the teacher's complex works. For quality improvements of the health education, the change of principal's attitude and budget plan for health education are essential. Additionally, various training programs for school health teachers and developing effective educational materials should be provided.

• Journal of the Korean Society of School Health
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• v.24 no.2
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• pp.141-154
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• 2011

Purpose: The purpose is to provide basic information for establishing improvements on performance-based pay's evaluation method of health teachers. Methods: For subjects, 200 teachers at public elementary schools and 200 health teachers at public elementary schools in Gyeonggi-do were conveniently sampled, and then surveyed through a questionnaire. The questionnaire was to recognize recognition of teachers working under the teacher's performance-based pay system, which was quoted in the questionnaire of Choi ji-hye (2005) and Lee mi-gyeong (2008). Inquiry for the recognition of teachers on evaluation of health teacher's performance-based pay system and improvements on the performance-based pay's evaluation method of health teachers were used after consultation with five incumbent health teachers and a review with the thesis director. Results: The performance-based pay's evaluation method of health teachers has the same method with general teachers in schools, so it is not fair to evaluate the performance of health teachers. The ways to improve the performance-based pay evaluation method of health teachers is as follows: first, the approval on improving 'the number of class hours' which is a detailed item of a teacher's performance evaluation criterion to 'the number of health lesson hours per week and the number of students visiting the school infirmary per week'; second, improving 'life guidance' into 'counseling results of medically-treated students, parents of students and personal hygiene guidance'; third, improving 'a teacher in charge' into 'awarding of points by being recognized as a health teacher in charge of all students and considering the economic situation of the region,; forth, improving 'difficulty of position' into 'the number of health-teacher's annual promotion task items and the treatment number of issuing and receiving of official documents', and improving the 'task difficulty' into 'importance and urgency of emergency patient management, risk level and urgency of infectious diseases and avoiding work in charge' appeared to be more than 90% respectively. Conclusion: The performance-based pay system of teachers being carried out every year should be executed by preparing fair evaluation criteria suitable for task properties and the role of health teachers with different evaluation criteria compared to general teachers.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.133-143
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• 2013

Purpose: The purpose of this study is to provide basic data for a more reasonable health teacher placement policy sending teachers to more appropriate sites, by analyzing the change process of the health teacher placement standards and the problems caused by an unreasonable placement policy. Methods: This study mainly analyzed relevant research data and existing studies focusing on a literature analysis. Results: To date, the placement policy for health teachers has changed, going through expansion, reduction, and retrogression, since its establishment. The standard, placing health teachers only in elementary schools with more than 18 classes, was created in 1952. Despite the expansion of the role of health teachers and the revision of the school health law in 2007, this standard has been applied to date without modification. In the meantime, there have been many problems caused by inappropriate placement of health teachers. It was difficult for health teachers in large schools to carry out proper health education; and, in many schools, passive health management, such as first aid, health tests, and student health management, was mainly executed rather than active health management. Students in small schools were not even given an opportunity to receive health education and health management owing to the absence of health teachers. Also, compared to teachers teaching other subjects, health teachers have had very unfair placement standards. Conclusion: The placement policy for health teachers, which has been applied to the present, has never reflected social change, the increase of student health issues, and the demand from the school area. Although the role of health teachers expanded with the execution of health education, the current placement standards for health teachers are very unreasonable. Accordingly, it is necessary to review the health teacher placement policy in a reasonable manner and to revise the standards considering the reality.

• Journal of Korean society of Dental Hygiene
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• v.13 no.3
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• pp.457-464
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• 2013

Objectives : The purpose of this study was to examine the awareness of elementary school teachers on oral health and oral health education by position and teacher carrer in an effort to provide information on oral health awareness and oral health education. Methods : This survey was conducted on 320 elementary school teachers in Jeollabuk-do from July 2 to 19, 2012. 296 questionnaires were collected and analyzed. The collected date was analyzed using the statistical package SPSS WIN 13.0. Results : As for self-rated oral health status and concern for oral health by teacher career, the teachers who had a less than six years of career considered themselves to be unhealthier and were more concerned about oral health. Regarding oral health knowledge by position and career, those who were homeroom teachers and who had a less than five years of career had a better knowledge on oral health. Concerning concern for oral health education and the necessity of oral health education, the homeroom teachers were more concerned about oral health education and were better cognizant of the necessity of that education. In relation to teaching ability for oral health, the homeroom teachers found themselves to be more capable of providing oral health education than the non-homeroom teachers. Conclusions : The improve concern and recognition of oral health for the members, the elementary school students needs to develop oral health education and policy.

• Korean Journal of Health Education and Promotion
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• v.7 no.2
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• pp.22-31
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• 1990

The Purpose of this study was to define the School Health Education Concepts, to establish the learning objectives and contents for school health education, and to diagnose the phenomenal aspects related to current school health Education in Korea. The results of its diagnosis indicated that the Education Ministry had never had any open opportunities for the teachers to get health education licence, and. universities had never issued health education teacher′s licence to the perspective students in Korea. Under such condition, there was "Korean nursing teacher′s association" for school health education, which had lectures, for two to three years, in order to learn how to develop, teach and evaluate the school health program. Currently, School boards in cities recommended that all nursing teachers should teach school health education in classes for six hours in a week without any fixed health program. Also, There was only "Korean Society for Health Education" for the purpose of dealing with school health education, which had been publishing annual journal. This study demonstrated how to develop school health education curriculum, which composed of the methods for needs assessment and PRECEDE Model(Predisposing, Reinforcing, and Enabling Causes in Educational Diagnosis and Evaluation).