• Journal of the Korean earth science society
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• v.21 no.3
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• pp.201-207
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• 2000

We studied aspects of secondary school science teachers in the Chonbuk province concerning their science-related attitudes using the several measuring tools. We applied the multiple comparison to twelve factors at the science teachers 'backgrounds and analyzed the discrepancy in group levels. Science teachers feel half-hearted for the attitudes related to science teachers show a high correlation between the attitudes toward science and the scientific attitudes. We examined the tendency to the science-related attitudes of science teachers having various backgrounds within 5 percent differences of P-value. The contented teachers for their occupations marked higher than the other teachers in the tendency to the science-related attitudes, and the attitude-score of the science teachers graduated from regular colleges also marked higher than the teachers from the training institutes or the different majors. We have investigated the teachers just in Chonbuk province, but we should recognize that the scores in both the perception and the teachers are not improved comparing with the before-studies of Lee(1985), Park(1993), etc. As a result, the development of measuring tools which teachers can examine themselves as their features is needed and the educational systems to specialize the science education should be improved through the various programs for teachers' training courses.

• Journal of the Korean Home Economics Association
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• v.44 no.9
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• pp.9-19
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• 2006

The purpose of this study was to investigate the relationships among early childhood teachers' attitudes toward music education, music teaching practice, and music teaching efficacy. A total of 255 early childhood teachers participated in the study and data were analyzed through frequency, percentile, mean, standard deviation, t-test, and Pearson's correlation. The results of this study indicated that early childhood teachers' music teaching efficacy, attitudes toward music education and music teaching practice were influenced mainly by the teacher's own educational level. They also showed that early childhood teachers' music teaching efficacy, attitudes toward music education, and music teaching practice were correlated with one another. In conclusion, the early child teachers' sense of music teaching efficacy turned out to be a very important factor in early childhood teachers' music education.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.410-416
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• 1996

The purpose of this study is to determine which variable is the best predictor of students' science-related attitudes. Three influential variables were tested : students' science achievement. students' science process skills, and teachers' attitudes toward science. This study has been made on the basis of questionnaire from 205 1st graders in 5 different middle schools in Seoul. The instruments used for measuring attitudes were TOSRA and the questionnaire developed by Sung-Jae Pak(1980). The instrument used for measuring science process skills was a standardized test developed by Youne-Woo Lee(1989). The results was analyzed by multiple-regression in the statistical packages SPSS/PC+. The major findings of this study are as follows. 1. The mean score of students' science-related attitudes was 66.8, and there was no significant difference according to gender of students and teachers(p> .05). 2. The mean score of students' science process skills was 61.1, and there was no significant difference according to gender of students and teachers(p> .05). 3. Students' science process skills was the best predictor of students' science-related attitudes among three variables(R=0.3102, p< .05). 4. The subjects were divided into 2 groups by students' science achievement. In the high score group, students' science achievement was the best predictor of students' science-related attitudes (R=0.3406, p<.05). And in the low score group, none of the variables was related to students' science-related attitudes (p> .05). 5. In students who has a male science teacher, students' science process skill was the best predictor of students' science-related attitudes (R=0.3220, p<.05). And in students who has a female science teacher, students' science achievement was the best predictor of students' science-related attitudes (R=0.3480, p<.05).

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• Journal of vocational education research
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• v.29 no.3
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• pp.1-21
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• 2010

Preservice teachers should learn the knowledge and skill necessary to meet intellectual, social and personal needs of students with culturally diverse background. Thus this study was to examine preservice teachers' attitudes and perception about multicultural education. The participants of the study comprised of 297 preservice teachers who were in the teacher preparation course. The questionnaire items consisted of 36 statements. The data were analyzed by factor analysis, correlation and t, F test. The results are as follows. First, on the basis of above, with respect to the reliability data, it is apparent that preservice teacher survey is adequate1y reliable. Second, needs of multicultural education and attitudes about cultural diversity of preservice teachers showed the positive correlation. Third, personal attitudes of preservice teachers about multicultural diversity were generally positive. Fourth, preservice teachers' expectation about the adequacy of curriculum in teacher preparation was low in compared with other factors. Attitudes about cultural diversity and attitudes preventing multicultural education showed the negative correlation. Based on this results, multicultural education should be reflected in the curriculum to meet diverse needs of preservice teachers. And teachers' attitudes and beliefs have an impact on their behaviors in the classroom, teachers preparation program for changes of their attitudes and beliefs should be developed.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.131-146
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• 1998

The study was attempted and executed to reach the following conclusions. The period was May 1st through June 15th, 1998 and the subjects were 302 teachers consisting of School Nurses and general teachers in Pusan city. 1) The degrees of recognition of sexual roles by the subjects were compared as follows : The average point as to the recognition of sexual roles in the occupational functions by the school nurses was 2.41, higher than that of the general teachers. The average points as to the recognition of sexual roles in the attitudes by the school nurses was 2.28, higher than that of the general teachers. The average points as to the recognition of sexual roles in the abilitis was 2.26, higher than that of the general teachers. These ascertain that school nurses recognize the man has higher superities in the occupational functions, the attitudes and the abilities than the woman. 2) The degrees of demand of sexual education by the subjects were compared as follows : As to the degrees of demand of sexual education, the school nurses showed higher demand than the general teachers in the concepts such as 'the society and sexualities, physiology and actual education'. 3) The levels of the consciousness of sexual education by the subjects were compared as follows : the general teachers showed the more strict attitudes than the school nurses against the lascivious sex objects and wanted the punishment against the related students and the general teachers have myth. They claimed that their family have no relation with the sexual violence or pornography. As to the masturbation, the general teachers showed the more conservative attitudes. 4) The opinions by the subjects as to the well-qualified person in charge of sexual education in school were compared as follows : 77.3% of the school nurses, and 36.1% of the general teachers supported the school nurses.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.633-642
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• 2010

In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.249-256
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• 2019

The purpose of this study was to inquire into the structural relations between teachers' attitudes, academic engagement, task-solving behavior which are perceived in a physical education class. To this end, this study selected a total of 434 copies of questionnaires as final valid samples using the convenience sampling method targeting middle school students at 5 schools located at a metropolitan area. For data processing, this study confirmed the goodness of fit test of the whole model using SPSS 20.0 and AMOS 20.0, and then did hypothesis testing; the study results are as follows: first, teachers' attitudes was to have influence on academic engagement. Second, academic engagement had positive influence on help-seeking, while self-handicapping had significantly negative influence. Third, teachers' attitudes had positive influence on help-seeking, while self-handicapping had significantly negative influence. Lastly, in the relationship between teachers' attitudes and task-solving behavior, academic engagement was found to play an intermediary role.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.147-170
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• 2007

This study investigated the effect of circle activities about disabilities on preservice early childhood teachers' mainstreaming attitudes, teaching efficacy and teaching performance. Subjects were 40 preservice early childhood female teachers(20 each in the experimental and control groups). Experimental group circles met weekly for 4 hours over 24 weeks. Circle activities included viewing and discussing films and readings about disabilities, and observation and participation in mainstreaming classrooms of kindergartens and child welfare centers. Results were that the experimental group preservice teachers' attitudes and efficacy toward mainstreaming were positive in comparison with those of the control group. Experimental group preservice teachers' mainstreaming teaching performance improved by comparison with the control group.