• Journal of the Korean Society of Food Culture
• /
• v.39 no.1
• /
• pp.38-52
• /
• 2024

This study investigated relationships between personality types and job satisfaction, and performance among school food service dietitians. An online survey was conducted on 200 school dietitians from March 1 to 31, 2022. Of the personality type factors, extraversion, openness, agreeableness, and conscientiousness were positively correlated with job satisfaction, whereas neuroticism was negatively correlated. Extraversion, openness, agreeableness, and conscientiousness were positively correlated with job performance, whereas neuroticism was negatively correlated. Regression analysis conducted to determine the effects of personality types on job satisfaction revealed conscientiousness predicted satisfaction with items of the job, agreeableness predicted satisfaction with supervisor's supervision, and extraversion predicted satisfaction with colleagues. On the other hand, neuroticism was a negative predictor of satisfaction with the job, supervisor's supervision, colleagues, and work environment items. Analysis of the effects of personality types on job performance established that openness was a positive predictor of satisfaction with roles of the organization and team, and of conscientiousness for the job, innovator, and organizational roles. In contrast, neuroticism negatively predicted satisfaction with job role items. Further studies are required to explore these relationships more closely by incorporating other major factors related to personality characteristics, job satisfaction, and job performance of dietitians working in various fields.

• Korean Journal of Child Education & Care
• /
• v.19 no.3
• /
• pp.85-97
• /
• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• Journal of the Korean earth science society
• /
• v.24 no.2
• /
• pp.82-92
• /
• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.

• Journal of the East Asian Society of Dietary Life
• /
• v.12 no.6
• /
• pp.536-546
• /
• 2002

The purpose of this study was to determine the degree of job satisfaction of school food service employees in the Daegu and Kyoungbuk area and to compare their job satisfaction among 3 types of school foodservice systems. Questionnaires were mailed to 49 elementary schools and collected from 49 dieticians and 201 employees. The survey form was developed by analyzing the Job Descriptive Index(JDI) with the five facets of a job: the work itself, promotion pay, supervision and colleagues. Statistical analysis used in this study were fi:equency, mean, $\chi$$^2$-test, t-test and one-way ANOVA. The average JDI scores for dieticians and foodservice employees were 127.31 $\pm$ 24.51 and 136.78 $\pm$ 19.18, respectively. The foodservice workers surveyed in this study were found to be more satisfied with the work itself, the supervision and the colleagues than with the pay and the promotion. While dieticians were more satisfied with the promotion and salary, foodservice employees were more satisfied with work salary, and colleagues. The foodservice worker's demographic variables including age, education, work experience, school type and job type were significantly related to the level of job satisfaction.