• International Journal of Human Ecology
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• v.3 no.1
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• pp.127-136
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• 2002

According to the Labor Standard Law in Japan which was enacted after World War II in 1947, all work hours for adult men, women, and youth were set at a maximum of eight hours per day and forty-eight hours per week. In other words, a six-day work week, with only one-day off, was set. Now we are in the full five-day and two-day off school system. The five-day school week influences on our home life. Students are highly enthused by the new system, in looking forward to their personal time they now have to play with friends, to relax, or just watch TV. To implement this new five-day school system positively and effectively, we should see the point at issue related to the two-day off system from a different angle, which suggests that we should see far ahead into the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.6
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• pp.1425-1432
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• 2006

The purpose of the study is to examine teachers', students', and parents' perception on the five-day-work-week school system, and to suggest ways of effective implementation. For the effective operation of the five-day-work-week school system, the curriculum should be reorganized based on current conditions, and based on problems of the actual condition, social infrastructure should be expanded. These will be contributed to taking root the five-day-work-week school system in a transition period.

• Journal of Family Resource Management and Policy Review
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• v.11 no.4
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• pp.137-154
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• 2007

These days, people have changed their attitude and understanding of the tenn leisure. Since the introduction of the five-day work week system in Korea, people's leisure activities have changed greatly. The purpose of this study was to examine how leisure activities have changed after the introduction of the five-day work week and to find out the variables which influence the way Koreans spend their leisure time. The conclusion and results of these analyses are follows: The five-day work week system increased people's leisure hours, but they were still working more than 40 hours per week and their satisfaction from leisure activities was more influenced by other variables than the enforcement of the five-day work week system. Among the variables influencing the satisfaction from leisure, only those with high income and educational backgrounds were affected by the five-day work week. To conclude, there is a necessity for direction suggestions and political support to utilize leisure time positively.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.107-116
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• 2006

This study aimed to identify parents' experiences of child-rearing on Saturday with no class as well as their perceptions and demands on the Five-day School Week system. The study participants were 640 parents with first to second grade children. The major results were as follows: First, parents were generally satisfied with the Five-day School Week System. Second, the Five-day School Week System increased fathers' role-sharing on the Saturday with no class. It was also related with some of the demographic variables and the Five-Week Workweek System of the father and the mother. Third, both the fathers and mothers had more parenting stress on Saturdays with no class than on Saturdays with classes. Their parenting stress on Saturdays with no class was related with some demographic variables and work flexibility.

• Proceedings of KHEA Conference
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• 2002.10a
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• pp.3-10
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• 2002

• Journal of Families and Better Life
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• v.26 no.6
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• pp.1-20
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• 2008

This study investigates the influences of factors such as type and degree of family leisure among parents with five day work weeks on adolescents' perceived family strengths. Its findings are based on questionnaires collected from 525 male and female parents of middle school students. Factor analysis and MANOVA were employed for data analysis and $Scheff{\acute{e}}$ tests for post-hoc analysis. The main findings were as follows. First, adolescents whose parents work five days a week were at a higher level than other adolescents in terms of finances, family ties, communication, and social ties. Second, there were no significant differences concerning adolescents' family strength by type of family leisure. Third, adolescents with more family leisure activities scored higher than others in the areas of manageable strengths, financial levels, family ties, communication, and family social ties. Fourth, among families following the five day working system, adolescents who had more family leisure activities scored higher than the others in regards to manageable strengths, financial levels, family ties, communication, and family social ties. Additionally, where adolescents thought they had fewer family leisure activities, family-oriented adolescents tended to be engaged in higher physical-activity-oriented and hobby-oriented activities in relation to manageable strengths, financial level, family ties, and communication and hobby-oriented adolescents engaged in higher than average amounts of physical-activity, strengthening family social ties in the process. Fifth, concerning families not adhering to the five day working system, adolescents who had more family leisure activities scored higher than others in terms of manageable strengths, financial levels, family ties, communication, and family social ties. As the above results indicate, family leisure activities appear to be a key factor influencing family strength. Therefore, further support should be extended toward developing new forms of family leisure and additional studies should be devoted to the subject.