• The Journal of Korean Physical Therapy
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• v.3 no.1
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• pp.9-37
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• 1991

The purpose of this . study is to examine the unsatisfactory factors of the physical therapists and to obtain the materials necessary to comply with these factors by analysing their service performance and job satisfaction, To accomplish these purposes, this study was carried out by using the questionnaires 206 physical therapists registered in the Korean Physical Therapists Association, for 35 days from January 7 to February 10, 1990. The result of this study is summarized as follows. 1. Of total respondents, the male accounted for 54.4 percent, while the female for 45.6 percent. Their age showed that 20s accounted for 65.0 percent, while the service period less than 3 years accounted for 66.5 percent. In addition, 63.6 percent of them served at the general clinics. 2. The general clinics caused the physical therapists to serve for 10 hours or more per day, where their therapy room located in the underground accounted for 41.3 percent. Their health diagnosis status indicated that nondiagnosis accounted for 63.2 percent. The number of the served patients fer a day showed that 20-30 accounted for 37.4 percent, while 30 persons or more for 25.7 percent. 53.4 percent of total subjects was unsatisfied with their duty quantity. And, the monthly salary indicated that 500,000 or less accounted for 72.3 percent. 3. The average marks by their job satisfaction factors indicated 4.42 for duty importance, 4.02 for recognization of specialized job, 3.98 for ability exercise, 1.99 for promotion possibility, 2.28 for reasonable salary, and 2.41 for welfare system, respectively, based on 5 full marks. 4. The summarized job satisfaction by factors indicated that the relation with the doctor accounted for 57.8 percent, the satisfaction status with the existing job for 53.4 percent, the ability development for 41.8 percent, respectively, and the salary for 10.2 percent. Then, the satisfaction by sex showed that the male was generally satisfied with the ability development (p<0.05), the relation with the doctor (p<0.01), and the satisfaction with the existing job, while the female was satisfied with the duty quantity(p<0.05), salary, and the situation guarantee (p<0.05). On the other hand, the satisfaction by age indicated that the subject of the lower age were satisfied with the ability development (p<0.01), the relation with the doctor(p<0.05), the salary, and the situation guarantee. Also, the satisfaction by the service section showed that the physical therapists serving at the general hospital were satisfied with the ability development (p<0.01), the duty quantity (p<0.01), the salary(p<0.01), the situation guarantee(p<0.01), and the satisfaction with the existing duty (p<0.05), while the physical therapists at the hospital and the rehabilitation center were unsatisfied with the salary (p<0.01). In addition, The satisfaction with the service period at the existing section indicated that the physical therapists less than 3 years were highly satisfied with the ability development, the relation with the doctor, the situation guarantee, and the existing duty(p<0.05), while the physical therapists more than 6 years tended to show the lower satisfaction, And the satisfaction with the monthly salary indicated that the higher the monthly salary, the higher the satisfaction with the relation to the doctor(p<0.05), the duty quantity(p<0.01), the salary(p<0.01), and the situation guarantee (p<0.01). 5. The correlation between general characteristics and job satisfaction factors indicated that the sex was directly correlated to the marital status (r=-0.442), while it was reversely correlated to the age (r=-0.564) , total career (r=-0.229), and the relation with the doctor (r=-0.233). Additionally, the age was directly correlated to the total carreer (r=-0.677), and the service period at the existing section (r=0.491), while the age was reversely correlated to the marital status (r=-0.678). Accordingly, the higher job satisfaction of the physical therapists was related to factors such as their duty importance, recognization of specialized occupation, ability exercise, autonomy, relation to colleagues, decision-making's consideration, and relation with the doctor, while the lower job satisfaction includes the opportunity of promotion, salary, welfare system, service time, duty quantity, and situation guarantee. For this reason, if the factors of the lower job satisfaction are solved, then it will be possible to encourage the motive of these physical therapists, and the acyivate their duties. More over, it is also possible to improve the medical service, Additionally, if the general physical therapy room in the hospital and in the public health center are established, more development should be accomplished in the physical therapy.

• Journal of vocational education research
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• v.36 no.2
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• pp.1-22
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• 2017

The purpose of this study was to examine how the vocational high school teachers perceive the direction of the ideal high school vocational education when suggesting mutual contrast positions on the desirable direction of high school vocational education. 1253 teachers from 25 specialization high schools nationwide participated in the survey. Through the review of previous research, we confirmed the axis of new vocationalism, vocationalism, and humanism on the purpose of vocational education. As a result of investigating the perception of vocational high school teachers about the purpose of vocational education, they tended to recognize the purpose of high vocational education toward vocationalism. In other words, rather than acquiring transferable skills, it is important to acquire concrete skills in specific areas, and it is more important to acquire specific skills that can be utilized immediately after graduation rather than coping with the changing job world. Teachers also recognized that it is more important to organize the contents of education according to the needs of industries and companies than to construct education contents for student 's holistic development. There was also a tendency for teachers to recognize that it is important to prepare them for work immediately after graduation rather than preparing them for as wide a career choice as possible. There was a tendency for the male teacher to perceive the purpose of vocational education more pro vocationalism than the female teacher. In addition, professional subject teachers recognized more pro vocationalism than general subject teachers. As a result of the regression analysis, it was found that gender and subject(professional subject vs. general subject) were significant variables related to vocationalism. And suggested that a careful approach is needed in the policy decision making process when considering the limitations of overly vocationally oriented education and the risks of frequent changes in the purpose and direction of high school vocational education.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).