• English Language & Literature Teaching
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• v.17 no.3
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• pp.255-272
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• 2011

As the demand of English education is increasing, the demand for Native English speaking teachers (NEST) is rising, especially in Asian countries. However, due to the low number of NEST, the Korean government is suggesting that Filipino Women be used as English teachers as an alternative. This study aims to answer three questions: (1) are Filipino women in Korea qualified to teach English based on the error analysis of their written essays? (2) what are the linguistic features found in their diagnostic essays? and (3) is their written English better than Korean college students' written English based on the comparison of the two groups? The findings from the Filipino participants show the most frequently occurring errors are related to punctuation usage (commas and hyphens), vocabulary (word choice), verb usage, redundancy, and even as basic as capitalization usage. The results from the comparison of the two groups show that the percentage of the Filipino participants' written error was 14% while the percentage of the Korean participants was 17%. The findings would give us some ideas on the qualification of Filipino women in Korea as English teachers.

• Journal of Korean Public Health Nursing
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• v.22 no.2
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• pp.186-199
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• 2008

Purpose: To assess the health behavior practices and related factors among married women teachers. Methods: A descriptive correlation research design was employed. The subjects were 216 married women teachers who were conveniently sampled from 14 elementary schools, two middle schools and one high school. The data were collected using structured questionnaires and were analyzed via $x^2$-test, t-test, and logistic regression. Results: In terms of health behavior practices, 48.8% of subjects exercised more than once per week, 61.9% were consumers of alcohol, all of the subjects were non-smokers, 39.5% practiced healthy eating habit and 35.5% got an appropriate amount of sleep. In our logistic regression analysis, the significant factors affecting exercise practice were marriage years, and personality type. Factors affecting alcohol consumption were school grade and factors affecting eating habit were personality type, and school grade. Age was the only factor influencing adequate sleeping hours. Conclusion: We determined that each of the health behavior practices of married women teachers varied considerably in accordance with age, personality type, school grade, duration of work, and job stress, job satisfaction. The findings provide information that should be useful for the development of an integrated health promotion program for married women teachers.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.17
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• pp.7707-7711
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• 2015

A cross-sectional survey of 370 female teachers working at Governmental schools in Gaza city was conducted. Twenty four schools were selected randomly of all female schools of the city that included primary, preparatory and secondary. In each school all-female teachers aged 35-45 year were invited to fill out a self-administered questionnaire to investigate knowledge and behavior toward breast cancer screening. The survey revealed that more than 75% of women had never undergone clinical breast examination and 60% had never undergone mammography, whereas 62% performed breast self-examination (BSE). Women who performed BSE had significantly higher knowledge about breast cancer screening (P=0.001). Women attending CBE and mammography screening also had significantly higher knowledge (P=0.001). There were significant associations between the practices and presence of positive breast cancer family history (P=0.002) and the level of education of husbands (P=0.024). The oldest women demonstrated higher performance rates of screening methods than the youngest (P=0.001). Lack of breast screening knowledge was identified among more than one third of the women, and 24.6% of women did not know any screening method. About a half of women harboured misconceptions about breast cancer screening, including the belief that breast cancer not treatable. Women residing in Gaza city (P=0.00) and with husbands less educated were more likely to have a high level of misconceptions (P=0.01).

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.58-63
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• 2019

The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

• Korean Journal of Occupational Health Nursing
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• v.22 no.1
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• pp.66-74
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• 2013

Purpose: This study examined the relationships among menopausal symptom, self-efficacy, health promoting behaviors, and investigated factors affecting health promoting behaviors of teachers with middle-aged women experiencing menopause. Methods: From September to October 2012, a convenience sample of 252 subjects aged 40 to 60 years was recruited from 8 elementary schools, 3 middle schools and 5 high schools. The data analysis was done by ANOVA and stepwise multiple regression. Results: Menopausal symptom of subjects was slightly lower than general middle aged women and the average level of health promoting behaviors was similar to general middle aged women. Health promoting behaviors were differentiated by severity of menopausal symptom, not by menstruation state. Menopausal symptom was negatively related to health promoting behaviors. The most significant factor affecting health promoting behaviors was self efficacy (14.3%). The combination of self efficacy, menopausal symptom, and elementary school teachers accounted for 20.1% of health promoting behavior. Conclusion: When developing health promotion program for teachers with middle-aged women, such program should consider self-efficacy, menopausal symptom, and school type.

• International Journal of Human Ecology
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• v.3 no.1
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• pp.95-109
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• 2002

This study investigated if and how work-family conflict and sex-role identity influence married female teachers' job involvement. The results of this study follow. First, married female teachers in the high work-family conflict group showed lower job involvement than that of those in the low work-family conflict group. The mean difference of job involvement between the high and low work-family conflict groups was not statistically significant. Second, the married female teachers with an Androgynous sex-role identity showed higher job involvement than those with a Feminine sex-role identity. Finally, the job involvement of Androgynous married female teachers was damaged less under high work-family conflict situations than that of Feminine married female teachers. These results imply that to increase married female teachers' job involvement, the improvement of physical/environmental conditions and psychological changes for women are necessary.

• Journal of Korean Public Health Nursing
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• v.33 no.1
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• pp.123-135
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• 2019

Purpose: The purpose of this study was to identify the factors of the health promotion behavior of child care center teachers. Methods: This study conducted a survey of 200 child day care center teachers in Seoul from January to February, 2017. This study examined the actual condition of health promotion behavior, perceived health status and the determinants of health promotion behavior of child care center teachers. Results: The factors affecting the health promotion behaviors of the child care teachers were age, working time, perceived benefit, barrier, and social support. Conclusion: These findings suggest that it is necessary to develop and apply a health promotion program for child care teachers.

• Journal of English Language & Literature
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• v.64 no.4
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• pp.565-584
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• 2018

The pedagogical dynamic dramatized in Shaw's Pygmalion, which sets man as a distinct pedagogical authority and woman his subject spawning similarly patterned plays many decades later, has been relatively overlooked in the play's criticism clouded by its predominantly mythical theme. Shaw stages Eliza's pedagogical subordination to Higgins followed by her Nora-esque exit with the declaration, "I'll go and be a teacher." The central premise of this article is that the pioneering modern playwright and feminist's pedagogical rewriting of A Doll's House sets out a historical dialogue between Eliza, a new woman who repositions herself as a teacher renouncing her earlier subordinate pedagogical position that is culturally ascribed to women while threatening to replace her paternal teacher, and her immediate precursors, that is, Victorian women teachers whose professional career was socially "anathematized." Through a historical probe into the social status of Victorian women teachers, the article attempts to align their abortive career with Eliza's new womanly re-appropriation of the profession of teaching. With Pygmalion as the starting point of its query, this article conducts a historical survey on the literary representation of pedagogical women from the mid to late Victorian era to the turn of the century. Reading a wide selection of novels and plays alongside of Pygmalion (1912), such as Jane Eyre (1847), A Doll's House (1879), An Enemy of the People (1882), The Odd Women (1893), and The Importance of Being Earnest (1895), it contextualizes Eliza's resolution to be a teacher within the history of female pedagogy. This historical contextualization of the career choice of one of the earliest new women characters in modern drama helps appraise the historical significance of such choice.

• Korean journal of food and cookery science
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• v.28 no.2
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.

• Korean Journal of Child Studies
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• v.34 no.3
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• pp.39-58
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• 2013

The purpose of this study is to examine the factors associated with reporting intention and behavior in relation to child abuse among elementary school teachers in Korea based on the Theory of Planned Behavior. The Scale, which includes demographics, preparation level of training, school characteristics, reporting-related behavior, reporting intention, knowledge, attitudes, subjective norms, and self-efficacy, was used to collect the data. A total of 292 teachers provided data. The result of this study is as follows. First, even though the teachers had suspected the child abuse, 16.3% of them reported, whilst 83.7% of them did not. In terms of teachers' reporting intention, the vignettes of very serious cases were higher than the vignettes of less serious cases. The teachers' reporting intention of sexual abuse was the highest among the types of child abuse, and it was followed by physical abuse, neglect and emotional abuse. Second, knowledge, attitudes, subjective norms, and self-efficacy, all of these variables had positive impacts on teachers' reporting intention. Meanwhile, self-efficacy, reporting intention, and the support level of specialists also had positive impacts on reporting behavior. Additionally, women or postgraduate teachers had a higher possibility to make a report than men or undergraduate teachers. These findings suggest that increasing self-efficacy through education and more thorough training about identifying and reporting on child abuse is more important than anything else for detecting abused children at an early stage.