• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.1-22
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• 2021

The purpose of this study is to examine high school students' perception of male home economics teachers and identify diverse viewpoints. To this end, the Q method was used, which is useful for operant subjectivity studies in which research participants create their own opinions and viewpoints. Based on the general procedures of the Q method, this study finalized 40 statements comprised of the representational system of high school students on male home economics teachers, which are Q samples, from the Q population. The statements were Q-sorted by P samples comprised of 31 high school seniors and analyzed using the QUANL program. The results showed that there were 4 different viewpoints of high school students on male home economics teachers. The type 1 focused on individual traits, claiming that the 'male' gender of home economics teachers and the 'home economics' subject are merely individual traits of the teachers. The type 2 focused on the subject, perceiving male home economics teachers with focus on the subject of home economics. The type 3 focused on competencies, thinking that male home economics teachers have sufficient skills and competencies to teach home economics. Finally, the type 4 focused on character, valuing the character of the teachers and thinking that male home economics teachers are great teachers who took up the challenge of teaching home economics. This study has significance as it provides the basic data for in-depth understanding of students' perception of male home economics teachers in individual context.

• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.1-13
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• 2001

본 연구는 가정과 교사교육자(전국 국 사립 대학의 가정교육과에 재직하고 있는 교수)들의 교육과정 관점을 조사함으로써 실천적 비판 중심 가정과 교육과정 개발을 위한 기초자료와 교사교육자들을 위한 세미나 프로그램 개발을 위한 유용한 자료를 제공하고자 한다. 본 연구의 결과는 다음과 같다. (1) 가정과 교사교육자들은 하나의 두드러진 교육과정 관점을 선호하지는 않았지만 인지과정중심 교육과정에 가장 높은 선호도를 보였다. (2) 석사과정에서 가정학 세부영역을 전공한 교사교육자는 가정교육학을 전공한 교사교육자보다 학문중심 교육과정과 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (3) 박사과정에서 가정교육학을 전공한 교사교육자는 가정학 세부영역을 전공한 교사교육자보다 개인중심교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (4) 가정교육학 관련 교과목을 가르치는 교사교육자는 가정학 세부영역 관련 교과목을 가르치는 교사교육자보다 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.131-143
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• 2008

The purpose of this study was to develop the empowerment scale instrument and to investigate the perception and needs regarding to the empowerment as home economics(HE) teacher. Respondents in this study were 234 HE teachers. questionnaires were collected by e-mail in the integrating online computer system. SPSS(Statistical Package for the Social Science) 10.0 package and AMOS 6.0 were used to analyze the data. Factor analysis and reliability analysis were used to develop the empowerment scale instrument. Means and Borich requirement analysis were used to describe the perception and needs regarding to the empowerment as HE teacher. The outcome and conclusion of this study after going through the above process were as follows. When classifying the empowerment in 6 factors of class operation capability, influence, specialization, ethics, belief and self-regulation, the HE teachers recognized the ethics and self-regulation as high in the current empowerment, and had high demand on influence and class operation capability in the future empowerment. In other words, influence was to heighten the status and influence in HE education by participating in various local community activities, and the class operation capability was the capability to manage the class for bring out the interests of students, that these requirements could be considered as the expression of desire to recover the price for HE teachers as the professionals before students without the negative social recognition on the HE education. In the same context, most of the HE teachers recognized the execution of the education process as the situational practitioners, and for practicing better HE education at the actual classroom situation.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.115-128
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• 2014

The purpose of this study was to investigate home economics teachers' perception of cultural diversity education, to provide an efficient educational material for the multicultural education in teacher education and teacher retraining. 160 Home economics teachers answered the survey questionnaires. To analyze the data, SPSS 19.0 for Windows was used to conduct frequency analysis, factorial analysis, credibility analysis, t-test, one-way ANOVA, and Duncan's multiple comparison. The results of this study were as follows. Four dimensions of cultural diversity education were derived by factor analysis: cultural equality, diversity implementation, diversity value, comfort with diversity. As for their awareness about cultural diversity education, it was in the order of cultural equality, followed by diversity implementation, diversity value, and comfort with diversity. The groups were significantly different according to demographic variables. As for the whole awareness about cultural diversity education and the diversity implementation, group of age 40 teachers recognized more highly than other groups. Furthermore, teachers outside Jeonbuk area recognized more highly the cultural equality, diversity implementation, diversity value than those in Jeonbuk, which is the 3rd high area in the nation of multicultural family proportion. As for cultural equality and diversity implementation, teachers over 15 years of experience, recognized more highly than other groups. Those with the teacher certification in the college of education, recognized more highly the cultural equality, diversity value, comfort with diversity than teachers from the other colleges. Teachers who need multicultural education, recognized more highly cultural equality, diversity implementation, awareness of diversity than those who don't. These results imply that in home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education. And for teachers with highly recognizing cultural diversity to conduct a systematic multicultural education more efficiently, there should be both systematic pre-service education programs at college level and in-service education programs for the teachers in terms of cultural diversity education.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.31-43
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• 2010

We investigated the extent of recognition and the rate of class practice on the contents relevant to the environmental education in the units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school teachers. Two hundred sixty teachers, who had taught the units of 'Clothing Life' and responded to the questionnaires by mail from December 2007 to January 2008, were enrolled and each item in the questionnaires was analyzed in this study. Most teachers recognized the serious environmental issues in their residential area resulting in a harmful influence on their lives. Also they exhibited increased practice will such as joining to the environmental organizations and showed high practice of the environmental preservation. They commented relatively high rate of class practice on the contents relevant to the environmental education and enhanced practice of the environmental preservation in all units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum except the units of 'Clothing Skill and Dress Clothes' and 'Simple Clothes Making'. Moreover, teachers with higher age and longer teaching career had the higher level of recognition and the greater rate of class practice on the environmental education compared to those without. Teachers should try to raise the students' recognition and practice will on the environmental issues in the class of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.45-62
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• 2008

The purpose of this study was to investigate middle school home economics(HE) teachers' perception and needs on self supervision related to HE subject matter, Using the methods of survey and interview, 177 samples were collected. For collected surveys, mean value, standard deviation, frequency, percentage analysis were performed by using an SPSS/Win (ver10.1) program. The results of this study were as follows. First, the middle school HE teachers recognized that self supervision related to HE subject matter was absolutely needed to expand the improvement of techniques for teaching instructions and the width of knowledge on the studies on textbook. Second, the middle school HE teachers recognized the necessary parts of self supervision related to HE subject matter as HE teaching-learning methods, the studies on textbook contents, and HE education philosophy in order. Third, the middle school HE teachers recognized that it would be helpful in improving their HE class and expertise in order of field survey, participation in various training programs, utilization of mass media, participation in societies for researches and meetings and information sharing with co-teachers among the types of self supervision. Fourth, the middle school HE teachers needed the reduction in miscellaneous duties, less pressure for time, restoration of teachers' desire, support of physical resources (improvement of various environments such as classrooms and special rooms), economic support and various support programs (expanding the opportunities to participate in training and society and establishment of a database for relevant materials, etc.) to facilitate self supervision. As such, the middle school HE teachers' overall recognition on HE-related self supervision became significantly higher. To enhance the HE-related expertise, however, it would be necessary to conduct concrete and active support for HE education, philosophical area and the studies on textbook contents as well as the teaching-learning methods for HE in which teachers' demand was high. In addition, the HE teachers wanted to have an easy and quick access to various HE-related data; therefore, it would be urgent to summarize scattered relevant data and support the HE teachers more systematically.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.67-86
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• 2003

The purpose of this study was to understand on management and problems in the instruction of the subject of Technology and Home Economics, and to suggest the effective implementation schemes under 7th national curriculum guideline. The major results of this study were as follows. First, the teachers perceived the first reason why the subject of Technology and Home economics is being more unpopular is because the subject becomes not to include in the subjects of the national examinations for the Universities. Second. the teachers regarded the main problem in the present instruction of the subject of Technology and Home economics under 7th curriculum as the incorporation of the subject between Technology and Home economics, namely, no relation and organization with two majors. Third, which the teachers regarded as important tasks for effective management of the subject of Technology and Home economics were to lesser the extra charges except instruction related work of the teachers, and to increase the supply of the teachers itself.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.1-22
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• 2003

The purpose of this study was to general needs and identify the educational needs for teaching competency of home economics teachers. based on their perception on teaching competency revealed in Previous studies. Data were collected from 1,104 schools selected by stratified sampling. based on school district, ranking and size. The 616 items of survey materials were collected from 417 schools and the levels of importance and performance were measured on Likert scale with 7- and 5- points, respectively. The analysis reveled that the educational needs for improving teaching competency were high in the following three areas out of seven areas. 1) interfacing ability with the local community and diverse human resources. 2) ability managing space and materials for learning 3) ability diversifying lesson development and evaluation ability. In addition. diversifying and professionalizing present development program for home economics teachers made higher score than improving education program for home economics teachers. These two needs of teachers showed significant differences according to their educational experiences and foundation types of their schools.