• Korean Journal of Child Studies
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• v.33 no.2
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• pp.165-183
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• 2012

This was a comparative study, focusing on the perceptions of male teachers in early childhood educational settings on the part of both parents and female teachers at such institutions. The results of the research are as follows. First, regarding the question of whether it is necessary or not to employ qualified male teachers in early childhood education institutes, both the female teachers and the parents responded positively in general. Second, when analyzing the perceptions of the role of male teachers, both teachers and parents believed that male teachers would be able to help children to develop their potential. Third, the female teachers indicated that they believed that the male teachers may need to develop a stronger sense of vocation, fairness, and sincerity when engaging in early childhood education. According to the parents, female teachers generally show greater affection and magnanimity towards children. Fourth, when examining the female teachers' perceptions of the male teachers' teaching capabilities, the findings indicated that their opinions were generally that the capabilities of male teachers depend on their training and educational level. Fifth, when examining the parent's perceptions of the male teacher's teaching capabilities, the results revealed that those parents who have experience of male teachers gave higher ratings regarding their capabilities than those parents who had no previous experience of male teachers. Finally, it was observed that, when comparing the teacher group with the parent-group, the teacher-group assessed the male teachers' teaching abilities higher than the parent-group did.

• Journal of the Korean Society of Clothing and Textiles
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• v.22 no.3
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• pp.312-320
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• 1998

The purposes of this study were 1) to extend the gestalt theory in an attempt to explain the effect of garment clues(formality, color) perceiver's gender, and contexts on impression formation of a male high school teacher, and 2) to found out high school students' attitude toward their teacher's school outfits. The experimental design was a quasi-experimental with full factorial design of 4 independent variables : 3(formality levels)x2(garment colors)x2(perceiver's gender)x2(con- texts) The experimental materials developed for the study were a set of stimuli and response scale. The stimuli consisted of 12 color photographs produced by CAD system and response scale constituted of 28 bipolar adjectives representing personal traits. In addition to the qualitative research was also performed. The subjects composed of 277 male and 291 female high school students' in Taejeon city and research was a between subject design. The data was analysed by factor analysis, ANOVA, Duncan's multiple range test. The major findings drawn from this study were as follows: 1. The perceivers impression were consisted of 4 major dimensions; evaluation, sociability, attractiveness, potency. 2. All the independent variables showed some significant impression effects on selected dimensions. Garment color indicate the most significant effects among the 4 independent variables and garment formality showed least effects. 3. The subjects of the study preferred suits(highest formality level garment) to semi-formal or casual outfits for male teacher's school outfits. In conclusion, 4 independent variables affected differently 4 major impression dimensions and garment formality and contexts showed significant interaction effect, this results supported the gestalt theory of impression formation.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.61-82
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• 2000

The purpose of this study was to find out the general problems of school food service and to explore a way to improve it, by examining elementary school teacher's consciousness and attitude toward it that gave a big impact on children's development of food habit. For attaining the purpose, the following research questions were posed : 1) What's elementary school teacher attitude toward school food service management? 2) What's elementary school teacher attitude toward school food service effect on children? 3) What's elementary school teacher opinion about how to develop school food service? The subjects of study were 328 male or female teachers who served at elementary school in urban and rural area, including eup, myon, or farming and fishing villages, Kyonggi province. A questionnaire survey was conducted over them. The conclusions were as follows: 1) Teacher Attitude Toward School Food Service Management Concerning food service place, the subjects were more satisfied at food service room(73.3%) than at classroom(23.0%). They responded that food service room was more effective, than classroom, for food transportation, distribution and post-arrangement. Their satisfaction at food service place was significantly different. The older teachers considered personnel management and cooking room's sanitary management to be more efficient, and their age made a significant difference to their consciousness of these things. Many teachers(63.1%) thought the measures to prevent and manage group food poisoning were relatively efficient. The male teachers expressed more affirmative view on the efficiency of school food expense management and menu preparation than female teachers, and there was a significant disparity between male and female teachers. 2) Elementary School Food Service Effect School food service was thought to be very effective for physical growth(74.1%) and physical strength improvement(70.1%). Teachers at smaller school revealed more affirmative response toward school food service effect on correcting an unbalanced diet, and older teachers considered its effect on nutrition knowledge acquisition and learning outcome to be more great. Teachers at larger school put less value on its effect on table manners, and school size produced a significant difference. The number of teachers who thought school food service generally raised parent concern and support for school(36.6%) was a little more than that of teachers who didn't think so(15.2%). And the number of teachers who didn't consider its effect on improving parent food life to be good(29.3%) was slightly more than that of teachers who did. 3) School Food Service Reform Measure What's most urgently needed for better school food service management appeared to be an expansion of facilities concerned, followed by more effective food distribution and transport, cooking room's better sanitary management, more successful food poisoning prevention and management, more effective food expense management, and an increase of food service personnel in the order named. The most effective means of school food service education was found to be a creation of link system to family, followed by a development of school food service education program, a development of teaching materials, an insertion of school food service in curriculum, and teacher education in the order named.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.224-239
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• 2017

Purpose: Maintaining a lifelong health is very important. The purpose of this study is to know the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promoting behavior, and the relationship among the variables. Methods: This study used surveys of health teacher's servant leadership, student's self-efficacy, and health promotion behaviors. The subjects were 1,286 elementary, middle and high school students. PASW Statistics 18.0 was used in the data analysis. Percentage, mean and standard deviation, t-test, and ANOVA test were used to compare the difference of the health teacher's servant leadership, student's self-efficacy, and health promotion behavior according to the background variables of the subject. Results: There was a statistically significant difference in the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promotion behaviors according to school level, establishment type, and grade. There was also a statistically significant difference in the perception of youth about student's self-efficacy and health promotion behaviors between male and female student. In addition, student's self-efficacy serves as a positive mediator to the effects of health teacher's servant leadership on student's health promoting behavior. Conclusion: Based on these results, it needs to implement the human resources and policy support for the systematic health education of elementary, middle, and high schools, the development of the program for the teacher's servant leadership, and the health promotion of students in curriculum.

• Research in Mathematical Education
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• v.17 no.3
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• Educational Technology International
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• v.12 no.1
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• pp.95-124
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• 2011

Teachers' perception on educational attributes of new technologies can be dealt with a critical factor for enhancing educational effectiveness through using new technologies in education. The present study attempts to identify teachers' perceptions on educational attributes of cutting edge technologies established through a government-driven educational agenda, "The rural public school model", To achieve this purpose, e-survey was conducted for analyzing the differences of teachers' perceptions on educational attributes of TPCs, e-Whiteboards, and Fastel according to teachers' working areas, school levels, teaching experiences, and training experiences. Participants were 123 elementary school teachers (male:62, female:61) and 66 middle school teachers (male:37, female:29) who are working in the rural public model schools (Gyeonggi: 29, Chungcheong: 12, Jeolla: 30, Gyeongsang: 88, Gangwon: 22, Jeju: 8). The results are as follows: firstly, there were statistically significant differences according to regions, but no significant difference according to school levels; secondly, significant differences in teacher's perceptions on educational attributes of TPCs and Fastel according to teacher's teaching experiences were not shown; thirdly, differences in teachers' perceptions according to their training experiences were meaningfully significant in terms of three new technologies, Based on research results, the implications and further studies are suggested in order to increase educational effectiveness and efficiency for using the technologies.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• Journal of the Korean Home Economics Association
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• v.36 no.10
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• pp.49-64
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• 1998

The purpose of this study is to find out the degree of practice in three systems of action in home life of female and male middle school students who have learned the home economics under the 6th curriculum revision for three years since 1995 by teacher's major, student's sex, help from the family members, mothers' job, and the form of family. The results of this study are as follows: 1) The practice in systems of action in home life is relatively low in the communicative action, but is high unexpectably in emancipative action. 2) Depending on teacher's major, the practice in systems of action in home life of the students who have been taught by home economics majored teacher is high in communicative action but there is no significant difference in emancipative action between two groups. 3) The r]practice of female students is high in family, clothing, and housing areas, but therer is no significant difference between female and male students in resources and consuming, and food and nutrition areas of home life. 4) The more the family members help the students, the higher their practice in systems of action in home life. 5) The practice in all systems of action in home life has no significant difference between mothers with jobs and mothers without jobs. 6) There is no significant difference in systems of action in home life among groups by forms of family. 7) The result of multiple regression analysis shows that the helf from family members and sex of student independent variables have relative influence in the practice of home life.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.43-61
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• 2015

The purpose of this study was to analyze children's perspectives on the role of male childcare teachers and children' s gender role concepts. According to the results, when it comes to how the children perceive the roles of the male childcare teacher, the children mostly saw the male childcare teacher as a person who teaches and in another case, they regarded him as someone who takes care of their daily life and who is willing to play games with them. On the other hand, the male childcare teacher's organizing of an environment, supporting tasks and working on a computer were perceived less by the children. In terms of the gender role concepts, the study confirmed that depending on the role performance of the male childcare teacher, the children in the male childcare teacher's class had better understanding than those children in the female childcare teacher's class. In order to secure the children's right to participate specified in the convention of the rights of the child, the study applied not only the interviews with the children but also their drawings to the analysis, and that was what led the study to an in-depth discussion on the perception of the children.

• Journal of Families and Better Life
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• v.9 no.1 s.17
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• pp.13-26
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• 1991

The purpose of the study is to examine the realities of the high school students's aggressive behavior, and to analyze factors causing aggressive behavior. Subjects were 418 Humanity High School students of 2nd grades in pusan. Analysis methods were used to frequency, percentage, t-test, one way ANOVA, Pearson's correlation, and multiple regression of SPSS program. The results are as follows ; 1) Male students are more aggressive than female students. 2) The more verbal aggression is the more physical aggression. 3) Students with the experience of parent-child violence are more aggressive. 4) Students with observation of parents's violence are more aggressive. 5) Family's social economic status is not related to the aggressive behavior. 6) Male students not admitted by teacher are more aggressive in verbal and physical behavior. 7) Female students not admitted by friend are more aggressive in verbal and physical behavior. 8) Students with deliquent friends are more aggressive in verbal and physical behavior. 9) Students with Academic anxiety are more aggressive in verbal behavior. 10) the variables influential to verbal aggressive behavior are sex, a delinquent friends and academic anaxiety. These factors explain 23.5% of the total variance of verbal aggressive behavior variables. The variables influential to physical aggressive behavior are a delinquent friends, sex, experience of parent-child violence and teacher's denial attitude. These factors explain 29.6% of the total variance for physical aggressive behavior variables.