• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.1
• /
• pp.29-39
• /
• 2013

The purpose of this study is to analyze middle school teachers' concern about and implementation degree of performance assessment in China. The research questions are as follows: First, what kind of concern is held by middle school teachers who implement performance assessment? Second, is there any significant difference in stages of concern the teachers on performance assessment according to their gender, education level and teaching career? Third, which level of use is shown by middle school teachers who implement performance assessment? Fourth, what is the correlation between middle school teachers' Stages of Concern and Levels of Use on performance assessment? This study was conducted based on a Concerns-Based Adoption Model (Hall, 1973; CBAM) that viewed teachers as the most primary factor of the execution of innovation, in this case, performance assessment. Performance assessment is assessment based on observation and judgement (Stiggins, 1994), and require test takers to complete a process or produce a product in a context that closely resembles real-life situations. The subjects of this study were randomly sampled from 120 middle school teachers throughout Bei-Jing, China. The questionnaires were distributed to them by mail, and they were asked to return their questionnaire by mail. The collect data were analyzed by SPSS/WIN 18.0 program in terms of frequency, correlation, or MANOVA. Frequency analysis was used to analyze concern of middle school teachers on performance assessment. To gain an frequency of the individuals in each stage, we regarded the stage in which a teacher had his/her highest score as his/her relevant stage. Correlation analysis was adopted to identify the correlation between teachers' stage of concern and level of use. To analyze the difference of the concern of China middle school teachers on performance assessment according to their individual background variables such as gender, education level, and teaching career, MANOVA was performed.

• Journal of Korean Elementary Science Education
• /
• v.27 no.1
• /
• pp.1-8
• /
• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• Journal of Fisheries and Marine Sciences Education
• /
• v.18 no.3
• /
• pp.364-373
• /
• 2006

Each roles of school community members as principals, assistant principals, head teachers, teachers, parents of pupils, and persons of regional society by questionnaire method. The opinions of 805 subjects of school members in Pusan city by stratified random sampling are analyzed. The results of analysis are as follows : The major roles of principals in school community are considered as (1) converging various schools members' opinions and reflecting them to school management (2) setting manifest educational goals of school and projecting visions of school development in the future (3) managing efficient, rational school. The major roles of assistant principals in school community are defined as (1) mediating and co-ordinating relation between principal and teachers (2) combing and harmonizing school members (3) dividing and co-ordinating school members' roles. The major roles of head teachers are defined as (1) driving departmental services and acting teaches' professional competency (2) mediating relation between school managers and teachers (3) converging teachers' opinions, delivering and reflecting them to the school managers. The major roles of teachers are defined as (1) supporting pupils' growth (2) completing teaching-learning activities (3) devoting pupul discipline. The major roles of pupils in school community are (1) believing schooling and teachers (2) self-initiative, positive learning activities (3) comprehending, caring, co-operating others. major roles of parents of pupils in school community are (1) believing schooling and teachers (2) The participating schooling (3) supporting schooling. The major roles of persons of regional community in school community are defined as (1) concerning and believing schooling (2) supporting and co-operating schooling (3) comprehending and loving schooling.

• Journal of Korean Elementary Science Education
• /
• v.35 no.1
• /
• pp.89-97
• /
• 2016

Science contest is one of the important programs of extracurricular school science activities which give various experience for science learning. In order to understand teachers' perceptions on science contests in elementary school, this study investigated teachers' awareness of science contests, perceptions and difficulties in carrying out science contests in each school, their perceptions on the preparing process of statewide science contest, and the preference of the types of preliminary science contests. 196 teachers were responded to survey, and 8 teachers were interviewed. The results showed that elementary teachers were aware of various science contests through their in-school experiences. The main difficulties of teacher on science contests was lack of professionalism on science and science contests. While teachers preferred the preliminary round of contest by contest's host to the preliminaries of science contest in each school. They also worried about the intimidation of science month's festival in schools. Based on the understanding of the teachers' perceptions on science contests, educational implications were discussed.

• Journal of Fisheries and Marine Sciences Education
• /
• v.15 no.2
• /
• pp.145-153
• /
• 2003

The purpose of this study is to help improvements of education and effective management of school organization by grasping interrelationship between middle school teachers' job satisfaction and their teaching profession consciousness based on the different levels of professional socialization. To accomplish the purpose stated above, two questions were selected. First, how different are the middle school teachers' teaching profession consciousness according to the different levels of professional socialization? Second, how different are the middle school teachers' job satisfactions according to the levels of professional socialization. To answer these questions, a theoretical investigation into previous studies was made, and survey method was adopted for the inquiry. 500 questionnaires were given to teachers of 14 middle schools in Busan Metropolitan City, 470 questionnaires were collected. The results of the analysis may be summarized as follows: First, the teaching profession consciousness of middle school teachers show high level. Especially, there are much difference of teaching profession consciousness between the period of adaptation and maturity. Second, job satisfaction of middle school teachers show low level, and the job satisfaction points of compensations, school administrations, changes of educational environments are lower than the points of human relations, extension of profession, stress of duties. Especially, there are much difference between the period of adaptation and growth, adaptation and maturity, growth and maturity, growth and mellowness.

• Journal of Korean Home Economics Education Association
• /
• v.7 no.2
• /
• pp.1-18
• /
• 1995

The purpose of this study was to investigate the teachers’attitudes toward the middle and high school student uniform. The questionnaire included independent variables about teacher themselves and school surroundings, and questions about teachers’attitudes toward school uniform. The participants were 316 middle and high school teachers in Chonbuk province. Means, standard deviations, frequencies, and percentages were calculated. ANOVA test was used for differences and scheffe-test was followed. The results were: 1. Teachers were content with “Students in uniform are upright and look more studentlkie.”“It’s easy to supervise students outdoors.”, and “There’s few efficiencies in coping with the temperature alternating.”, “Students in uniform hardly can reveal their originality.”and “It’s inconvenient for the students to be dynamic in uniform.” 2. Teachers in high schools and in private schools showed more positive attitudes toward uniform. And the male teachers, teachers graduated from general college, married teachers, and teachers who have a career of more than 20 years showed more positive attitudes toward uniform. More variables concerned about teacher themselves showed more significant differences than those about school surroundings. 3. Most of teachers showed positive attitudes toward uniform. The rank order of the reasons for the teacher’s positive attitudes were “Students in uniform are upright and look more studentlike.”, “It’s easy to supervise students outdoors.”, and “There’s no noticible distinction between the rich and the poor students.”The rank order of the reason for the teachers’negative at titudes were “Student in uniform could hardly reveal their originality.”, “It’s inconvenient for the student to be dynamic in uniform.”, and ”As they have to get the street clothes besides, economic burden becomes double in reality.”4. More than half of the teachers who are working at schools with uniform showed positive attitudes toward uniform. The rank order of reasons for the teachers’positive attitudes were “Students in uniform are upright and look more studentlike.”,“It’s easy to supervise students outdoors.”and “Economic burden could be decreased.”“The rank order of the reasons for the negative attitudes were “It’s inconvenient for the student to be dynamic in uniform.”, “Students in uniform could hardly reveal their originality.”, and “Students cannot feel free in mind with uniform.”5. Teachers overall showed positive attitudes toward uniform whether they work ar schools with uniform or without it.

• Journal of Korean Elementary Science Education
• /
• v.30 no.3
• /
• pp.296-304
• /
• 2011

In this study, elementary school teachers' needs for the teachers' manual for science instruction were investigated. The participants were 143 elementary school teachers. The test for needs analysis consisted of thirty-seven 5-point Likert-scaled items: Seven items for the professional knowledge category, fourteen items for the laboratory category, ten items for the instruction category, and six items for the design category, respectively. Teachers' background variables such as sex, age, teaching career, major, and the frequency of using teachers' manuals for science instruction except for the teachers' manuals for science textbooks were also examined. The results indicated that elementary school teachers' needs were generally found to be high, which means they are not satisfied with the current teachers' manuals for science textbooks and/or other teachers' manuals for science instructions. In addition, teachers' needs for the laboratory category tended to be higher than those for the other categories. In several items, elementary school teachers' needs were also found to be different in terms of their characteristics.

• Journal of Korean Elementary Science Education
• /
• v.30 no.4
• /
• pp.459-467
• /
• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• Journal of Korean Elementary Science Education
• /
• v.30 no.4
• /
• pp.514-523
• /
• 2011

The purpose of this study was to investigation the elementary school teachers' perception in STEAM(Science, Technology, Engineering, Arts, Mathematics) Education. For this study, 93 elementary school teachers who have taught mathematics/science in gifted class were selected and a fifteen items questionnaire designed to elicit teachers' perception of steam education was to administered to them. The major findings are as follows: First, the ratio of teachers who understood a steam education exactly is very low. But teachers have positive thoughts about the need of steam education. Second, teachers thought that steam education has a good effect on elementary education. Third, teachers thought that steam education will be an alternative teaching and learning method. Fourth, teachers have negative thoughts to participate in class work related on steam education. To improve negative attitudes on steam education, incentives for teachers seems to be required. In order to spread steam education among the elementary school teachers successfully, the expansion of school facilities, administrators and staff in mind, improving financial support, strengthening education through the development of content and teaching strategies were analyzed as a challenge.

• Journal of the Korean Home Economics Association
• /
• v.39 no.10
• /
• pp.141-152
• /
• 2001

The purpose of this study was to investigate the after school program in the rural community and the demands of children, parents and teachers for the after school program. Elementary school teachers, parents and children in the farming areas an over the 9 providences responded to the questionnaires developed by the researchers. Conclusions were that almost teachers, parents and children wanted and needed after school program. The after school care's current status was low with lack of teachers for the after school program and financial support. The teachers and parent wanted learning enrichment and talent education-oriented after school program rather than child care-oriented. The most wanted program contents by teachers, parents and children were computer education, English, arts, social development.