• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.571-581
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• 2014

This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers' responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students' responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.

• 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.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.161-183
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• 2018

The purpose of this thesis is to study the Korea's Education Foundation Act and Japan's Education Foundation Act in a comparative way. The frame of comparison consists of three dimension: syntax analysis, way of legal conceptualization, and the educational climate and institutionalization. Major findings are as following: 1. Legal subjectives are clear in Korea but not clear in Japan 2. Civil relationship rules Korean education while public legal order rules Japanese education. 3. Partnership rules Korean education while administrative initiative rules Japanese education. 4. Curricular mandate is given to teachers in Korean education while to administrative hierarchy in Japanese education. 5. Public nature of schools means public credential in Korean education while public monopoly in Japanese education. 6. Professionalism is adopted for Korean teachers while missionary perspective adopted for Japanese teachers. 7. Korean education is expected to be secular while Japanese education is expected to reconcile with the traditional religious belief in Japan 8. Develop education still strongly orients the Korean education while education for sustainable development the Japanese education In summary, civil law frame is adopted in Korean education while in Japan public law frame is adopted in legalizing their Education Foundation Act. National climate influenced the education legislation in the two countries. Japan has strong missionary climate while Korea has secular perspective to education. Thess differences colored the way of literary expression in the legal text of the Education Foundation Act in the two countries.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Journal of Teachers' Pension
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• v.4
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• pp.127-173
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• 2019

현재 공적연금제도의 하나인 사학연금은 일반 민간 기업에서 퇴직시에 지급하는 퇴직금과 유사한 성격의 '퇴직수당' 급여를 지급하고 있다. 사립학교연금법에서 지급하고 있는 퇴직수당제도는 학교법인인 사용자가 지급할 의무가 있는 급여에 해당한다. 그러나 사립학교의 열악한 재정으로 인하여 학교법인이 지급하지 아니하고 이를 국가와 공단 및 대학의 일부가 이를 분담하여 지급하고 있다. 사학연금공단에서는 매년 236억원을 연금기금에서 지급하였으며, 동 금액은 기부금으로 손금산입되어 왔다. 그러나, 최근 들어 기부금의 손금 인정비율이 50%로 축소되어 실제 법인세를 납부하고 있다. 본 연구에서는 이러한 퇴직수당 공단부담금을 공단에서 부담하는 것이 타당한지 여부와 기부금으로 처리되는 것에 대한 타당성 여부 등에 대하여 세무회계적인 접근을 통해 법인세제개선을 위한 법 개정의 타당성을 살펴보고자 하였다. 본 연구는 퇴직수당 공단부담금이 기금회계에서 지급되어 기부금으로 보고 있는 기존의 예규에 대한 해석을 새롭게 하고 사학연금기금의 세무회계상 개선방안을 도출하고자 하였다. 퇴직수당의 급여지급은 엄밀하게 살펴보면 기금회계의 대상이 아니라 연금제도의 고유사업인 연금회계의 대상으로 보는 것이 타당하다. 이와 같은 현행 공단의 회계처리 및 기금회계 과세대상의 문제점을 인지하고 이를 면밀히 분석해보고자 한다. 본 연구는 사학연금기금의 법인세 부담으로 인한 연금재정악화를 사전에 방지할 뿐만 아니라 사학연금기금에 대한 안정화를 도모하고자 하는 방안 연구의 일환으로 법적 개선안 도출을 목적으로 하고 있다. 공단은 사립학교 법인을 대신하여 공단에서 대신 지급하면서도 이에 대해 기부금으로 보는 규정으로 인해 법인세를 납부하고 있어 부담금을 대신하여 납부하면서 법인세도 부담하고 있는 이중부담을 안고 있는 것이다. 본 연구에서는 이와 같은 사항을 토대로 다음과 같이 개선방안을 제시하고자 한다. 우선, 공단내부회계규정의 수정을 통해 퇴직수당의 연금회계 적용을 주장하고자 한다. 퇴직수당제도는 연금급여와 관련된 것으로 비과세대상의 고유목적사업 회계에 해당됨에도 불구하고 퇴직수당을 기금회계에서 기부금으로 처리하는 것은 법 논리상 타당하지 않다고 본다. 둘째, 학교법인을 대신하여 기금에서 대신 지급하였다는 것은 연금제도를 유지하기 위해서 연금법상에서 강제로 부과된 부담금으로 이를 필요경비로도 보아야 한다. 셋째, 학교경영기관이 마땅히 부담하여야 할 부담금임에도 불구하고 사학연금기금에서 부득이하게 지급하고 있음을 감안하여 퇴직수당부담금은 현행의 법인세법상 기부금 한도초과 대상에서 제외하는 특례규정을 신설하는 것이다. 본 연구는 최근 법인세가 과세되고 있는 사학연금기금의 과세 문제점을 살펴보고 이에 대한 개선방안을 제시하였다는 점에서 기존 연금제도의 틀 안에서 퇴직수당제도의 법적 부담을 검토한 연구와는 달리 법인세법상의 세무적 검토를 하였다는 점에서 의의가 있다고 할 수 있다.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.2
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• pp.22-34
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• 2019

The purpose of this study was two-fold. Firstly, it investigated the current state of the 34 specific policies of school safety-accident prevention that were implemented at K-12 public schools in accordance with the $1^{st}$ School Safety-Accident Prevention Plan established in December 2015. Secondly, it prioritized the policies based on the outcomes from the investigation to make policy recommendations for future improvement. For this purpose, we surveyed 614 school teachers and staff from 24 school-safety research schools across the nation on their perception of the current policies for preventing school safety accidents. Specifically, they were asked about the degree of realization and the necessity of expansion of the policies. Based on the survey results, the Borich index as a needs measure was computed for each policy and a list of policies prioritized in descending order of the index was presented. The results of the study showed that school teachers and staff's perception of the improvement of school safety since the policies took effect was highly positive in general. It was also shown that the policies perceived as best-implemented were, in descending order, "first-aid education for teachers and staff", "safety management of school meals", "prevention activity of student traffic safety-accident", and so on. The majority of survey respondents said that the policies were being implemented well and that they should be expanded and enhanced. As a result of the Borich's needs analysis, it was found that "more collegial collaboration between the Office of Education and other relevant organizations in the community for school safety", "prevention education activity for water safety", and so forth should be more actively implemented.

• Education of Primary School Mathematics
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• v.24 no.2
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• pp.71-81
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• 2021

In this study, I investigate the relationship between mathematics anxiety and mathematics teacher anxiety of elementary school teachers with integrated method. As a result of statistical analysis of the survey of 256 elementary school teachers, there was a statistically significant positive correlation between the two factors (r = .630, p <.05). The analysis show that teaching experience and degree may affect mathematics anxiety and teaching experience, degree, and teacher qualification may affect mathematics teaching anxiety. Subsequently I conduct a qualitative study focusing on interviews with 20 elementary school teachers. As a result of the analysis, I confirm that even if the mathematics anxiety is low, mathematics teaching anxiety may occur due to the teaching environment. As a result of the quantitative and qualitative analysis of this study, Korean elementary school teachers' mathematics anxiety and mathematics teaching anxiety might be regarded as separate factors. From the result of the study, I suggest that mathematics anxiety and mathematics teaching anxiety of elementary school teachers, each emotional state might be considered as independent emotional status. The implication of the study indicate that independent methods might be developed in order to prevent and treat mathematics anxiety and mathematics teaching anxiety in elementary school teachers.

• (The)Korea Educational Review
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• v.24 no.3
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• pp.137-166
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• 2018

The purpose of this study was to analyze and present the achievements and challenges of the 70th year of the Korean Federation of Teachers' Association (KFTA). The KFTA was founded in 1947 as the Chosun Education Association, and it was the 70th anniversary of its founding in 2017. Throughout its 70?year history, the KFTA, which has emphasized and promoted expertise and professionalism, has continued to improve the professionalism of the teaching profession through research, improve the socio?economic status of teachers, and expand the welfare system in order to improve the quality of teaching and teaching environment. In addition, the KFTA contributed to the development of national education by participating in educational policies to improve education system and educational environment, as well as activities as a professional organization, and has promoted international status through the promotion of international exchange. After analyzing the academic literature and KFTA related data diachronically, this research suggested achievements and challenges as three aspects: the status as teachers' professional organizations, the activities as interests and pressure groups, and the activities as professional organizations.

• (The)Study of the Eastern Classic
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• no.54
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• pp.183-211
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• 2014

This article is to search the aspects of realization and the characteristics of Gasa, Sijo, Japga among the Korean poetry genre based on Chohan-gosa. Chohan-gosa is a basic literary and historic discourse for the medieval intellectuals. The story had been realized its own literary value at almost every genres such as Chinese literature, novels, Gasa, Japga and Sijo etc. I focused on Gasa, Sijo and Japga among the genres in this article. First of all, I subjected to Wumiin-ga enjoyed in a area of boudoir culture from Gasa based on Chohan-gosa. I catch the meaning that the text has a characteristic that popularized history and normative ideology are mingled in through it. In the case of Sijo, I focused on the Sijo which Xiang Yu is appeared in because Xiang Yu has been most quoted person from people of Chohan-gosa. Xiang Yu was described as a strong man[hero] or a man who part with the beauty Wu. I understand that this point is caused by the theatricalized characteristic of the place where Sijo have been played. For the last time, Japga is played with the characteristic of stimulative reediting of the familiar normative ideology. Chohan-ga is based on contexts of former discourse eohan-yeonui but it was not plagiarized. Chohan-ga was organized for the way which attracted the interest of the public and stimulated the emotion of the public through using popular imagery or intensifying the sorrow.