• The Korean Journal of Emergency Medical Services
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• v.22 no.2
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• pp.79-91
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• 2018

Purpose: To assess the satisfaction of continuing education and need assessment according to job characteristics in emergency medical technicians (EMTs). Methods: A self-reported questionnaire was completed by 222 EMTs from May 28 to July 6, 2018. It consisted of questions on the method and need of continuing education, and satisfaction regarding education time, assessed using a 5-point Likert scale. Descriptive statistics, a chi-square test, and ANOVA were used to analyze the data. Results: The responses to questions on the method of continuing education (${\rho}=.000$), satisfaction of regarding the duration of continuing education (${\rho}=.029$), method (${\rho}$< .001), and topic (${\rho}=.000$) varied according to the differences in job characteristics of EMTs. Assessment and management of patients with multiple trauma ($4.17{\pm}.735$) emerged as the most important while license examination protocol for EMTs ($3.33{\pm}.968$) was rated the least important among topics for continuing education. Separation of continuing education (${\rho}$< .001), education method (${\rho}$< .001), education topic (${\rho}$< .001), and necessity of quality management of continuing education (${\rho}$< .001) differed according to the job characteristics of EMTs. Conclusion: It is important to provide a suitable program catering to the diverse requirements of EMTs. The education programs must be tailored to the needs of level 1 and level 2 EMTs separately. To improve the quality of education, it is necessary to evaluate the continuing effects.

• Journal of the Korean Applied Science and Technology
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• v.41 no.3
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• pp.795-812
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• 2024

The purpose of this study is to analyze the impact of online education characteristics on education satisfaction and intention to continue education, and to analyze the mediating effect of education satisfaction in the relationship between online education characteristics and education continuation intention. This study targeted adult women who experienced online skincare education and conducted a survey from March 1 to April 30. First, convenience, reliability, learner understanding, promptness of feedback, expertise, and attractiveness had a significant positive (+) effect on educational satisfaction. Second, educational satisfaction was found to have a significant positive (+) influence on the intention to continue education. Third, convenience, promptness of feedback, expertise, and attractiveness had a significant positive (+) effect on the intention to continue education, but learners' understanding appeared to have a negative (-) effect.Lastly, the mediating effect of education satisfaction was found to be significant in the relationship between education quality, instructor quality, and intention to continue education.

• Journal of Korea Society of Digital Industry and Information Management
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• v.10 no.3
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• pp.207-221
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• 2014

Education environment of modern society is rapidly changing along the usage of various device and development of contents. Learners of diverse age groups and genders are exposed in smart education environment. Thus in order to investigate effective smart education contents production, this study classified interactive types that affect learning satisfaction into CAI (Computer Assisted Instruction) based , NCS (Network Communication System) based , and NTS (New Technology System) based . Then we investigated how each interactive types affect immersion, utility, self-efficacy, practicality, and stimulation. The effects were measured according to the learner's gender and age. As the result, interactive types do affect smart education, where male had higher learning satisfaction for CAI based, game type, and wiki type while female had higher satisfaction for relationship establishment type and experience type. Also, for age group, the 10s preferred NTS based, 20~30s NCS based, and 40s and over CAI based interactive type. Thus, if satisfaction levels according to gender and age are considered when producing smart education contents, it may be possible to create educative contents that meet the dispositions of the learners.

• International Journal of Human Ecology
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• v.1 no.1
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• pp.1-14
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• 2000

Parental satisfaction is the foundation of a happy family. It is a key factor in overall life satisfaction and also a critical variable in the development of children, and thus an education program aimed at parental satisfaction improvement is needed. This study attempts to determine basic elements of parental satisfaction that could enable better parental education programs. To accomplish this, mother's parental satisfaction and factors related to it were examined. The subjects were 641 mothers of primary school and middle school students aged 10, 12, and 14 residing in Seoul, Pohang and Kwangyang. Structured self-administered questionnaires were used to ascertain mothers' parental role satisfaction, mothers' role values, children related variables, mother related variables, father related variables, and home environment variables. The findings indicate that the variables related to parental satisfaction are multi-dimensional, that mothers' parental satisfaction can be improved by other family member's effort, and that a family's external characteristics are less important than its internal characteristics. These results imply that it is essential to include the characteristics of the family system when designing parental education programs. Furthermore, the role of specific family members, namely the husband, should be expanded in more supportive ways in Korean families to improve mothers parental satisfaction.

• Women's Health Nursing
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• v.7 no.4
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• pp.508-517
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• 2001

The purposes of this study are to investigate marital satisfaction according to demographic characteristic, division of household labor, and awareness of gender discrimination, and to explore influences of demographic and other variables on marital satisfaction. Social statistics survey data which collected in 1998 by ministry of statistics were used for secondary analysis of this study. Marital satisfaction was measured by questionnaire which was consisted in 7 items, including satisfaction with general family life, relationship with their own parent and parent-in-law, relationship with brothers and sisters, relationship with their children, and economic living status. These are measured by 5-point Likert scale. Independent variables are age, education, employment status, having their own house or not, No. of children under school age, parents living or not, perception of sexual discrimination, and division of household labor. The findings of this study show that there are significant differences of marital satisfaction by all independents variables, and all independent variables except employment have significant influences on marital satisfaction. People who are younger, received higher education, have their own house, have more children under schoolage and whose parent are living in the world, show higher marital satisfaction. The more husbands participate to household labor, the better marital satisfaction. In case of perception of sexual discrimination, main effect is not significant, but interaction effect with age is significant. Interaction effect between age and education is also significant. 32.52% of the variance in marital satisfaction were accounted for by these variables.

• The Journal of Korean Society for School & Community Health Education
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• v.17 no.3
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• pp.117-129
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• 2016

Objectives: This study aimed to provide the high-quality clinical practice environment education to students by researching the social support, major satisfaction, and interpersonal ability of dental hygiene students, analyzing factors having influence on the clinical practice satisfaction, and then increasing the satisfaction with clinical practice. Methods: 312 students who have completed clinical practice among dental hygiene major of three colleges in Gyeonggi province were collected by convenience sampling from April 18th to April 27th 2016. Using SPSS 20.0, descriptive analysis, t-test, ANOVA, correlation analysis, and regression analysis were conducted. Results: The clinical practice satisfaction was correlated with interpersonal ability(r=0.383, p<.001), social support(r=0.239, p<0.01), subjective health condition(r=0.226, p<0.01), and major satisfaction(r=0.287, p<0.01). When interpersonal ability and social support were high, subjective health condition was good, and major satisfaction was high, the clinical practice satisfaction was also high. Conclusions: Based on the results, it would be necessary to develop operational reinforcing social support and interpersonal ability of dental hygiene students, and also to make efforts to increase the clinical practice satisfaction of dental hygiene students by establishing measures to increase their major satisfaction.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.176-186
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• 2019

In this study, we tried to understand the effect and satisfaction of education perception on beauty education and its effect on Intention to Retrain, and to understand the correlation between each intention among students participating in after-school beauty education programs of beauty specialized high schools. According to the survey, those surveyed chose after-school beauty programs because they were likely to have the right interest and aptitude, and confirmed positive responses that after-school beauty education reduced the burden of private education. In addition, the correlation between the recognition and effectiveness of beauty education, satisfaction level and retraining level of those surveyed was confirmed. Based on this data in the future, it is believed that effective operation of the after-school beauty education program will be needed to enhance the quality and satisfaction of beauty education.

• Journal of Science Education
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• v.47 no.1
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• pp.37-51
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• 2023

This study explored the factors influencing major satisfaction and academic satisfaction of science education major students at the College of Education using machine learning models, random forest, gradient boosting model, and SHAP. Analysis results showed that the performance of the gradient boosting model was better than that of the random forest, but the difference was not large. Factors influencing major satisfaction include 'satisfaction with science teachers in high school corresponding to the subject of one's major', 'motivation for teaching job', and 'age'. Through the SHAP value, the influence of variables was identified, and the results were derived for the group as a whole and for individual analysis. The comprehensive and individual results could be complementary with each other. Based on the research results, implications for ways to support pre-service science teachers' major and academic satisfaction were proposed.

• Journal of the Korean Data and Information Science Society
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• v.24 no.1
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• pp.63-72
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• 2013

This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.

• Korean Journal of Human Ecology
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• v.7 no.1
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• pp.101-111
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• 2004

The purpose of this study is to compare overall educational belief and teacher's job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using Questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research Questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers\ulcorner 2. Is there any difference in teacher's job satisfaction of day-care teachers according to teachers education belief\ulcorner The main results of this study were as follows: 1. There was not difference in the teacher's educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher's belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.