• Korean Security Journal
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• no.48
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• pp.235-258
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• 2016

The purpose of this study is to find out the effectiveness of the group guidance program using positive psychology for national security related university entrants' psychological wellbeing. This study is to investigate the influence of group guidance program on the increase of psychological well-being of university entrants through active and deliberate program based on the positive psychology. To achieve this purpose, thirty nine students (male 19, female 20) among national security related university entrants were selected and allocated to experimental and comparative groups. Experimental group was nineteen students (male 10, female 9), and comparative group was twenty students (male 9, female 11). Experimental group was divided into two teams (male and female team), and guided by each leader. The group guidance was participated in total ten-week sessions, fifty mins per week. The results were as follows; First, the group guidance program using positive psychology for national security related university entrants' had a positive effect on the students' psychological wellbeing. Second, effects of subordinate factors (autonomy, controling environment, personal growth, positive relations) in comparison in pre and post test of program had an influence very positive or positive, while one factor (purpose in life) didn't show a positive effect.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.482-491
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• 2018

This study intended to identify different level of teacher-efficacy, perception of principals' leadership and peer collaboration as it pertains to a teachers' job stress and job satisfaction in Elementary school. Samples include 1,031 teachers in elementary school from Korean Children & Youth Panel Survey(KCYPS) and data were analyzed using Latent Class Analysis(LCA) to identify different patterns of teacher-efficacy and perception of principals' leadership and peer collaboration. Multivariate analysis of variance were employed to identify the influence of predictors for classification of teachers' job stress and job satisfaction among latent classes. The study found three latent classes at risk class, middle-level adaptive class, and adaptive class and results showed that each distinctive class can be identified by some of predictors. Teachers at adaptive class showed higher teacher-efficacy and positive perception of principals' leadership and peer collaboration than teachers at risk and middle-level adaptive class. Also, teachers at adaptive class showed lower job stress and higher job satisfaction than teachers at two other classes. The study suggests that help teachers based on personal profile are effective rather teacher-efficacy and perception of principals' leadership and peer collaboration.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.45-64
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• 2014

The present study aims to examine the effect of the reading guidance program that applied the Enneagram of Personality to a group of 6th year elementary school students. In order to verify the effect of the program, three variables with the highest correlation-self-encouragement, self-efficacy and sociality-were selected as the assessment tools for the present experimental study. Based on a group of 6th year elementary students as participants, the reading guidance instructions were given applying the Enneagram of Personality, and in order to verify the effect of those instructions, the students were divided into two groups and assigned to either an experimental or a control group.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.347-368
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• 2014

The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.287-301
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• 2018

The purpose of this study was to investigate the effect of individual teaching strategies on mathematics achievement and mathematics attitude of students with low achievement in mathematics. As a result, individual instruction group showed higher mathematics achievement and attitude toward mathematics than comparative group. In the experimental group, there was a correlation between pre-mathematics achievement and post-mathematics achievement. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement. Within the comparison group, there was a correlation between pre-mathematics attitude and post-mathematics attitude. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement.

• KLA journal
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• v.19 no.9
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• pp.2-2
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• 1978

• Korean Educational Research Journal
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• v.40 no.3
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• pp.85-108
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• 2019

This study examined the relationship between homeroom teachers' transformational leadership, high school students' satisfaction in school life, and learning motivation. The researchers selected boys and girls' general high school as the target population and gathered survey data. The number of participants was 606; these were students from first and second grades. Questionnaires on teachers' transformational leadership, students' learning motivation, and satisfaction in school life were measured. T-tests showed the following: As a result of the analysis of the difference of transformational leadership, the average of the teachers with careers spanning over 15 years was statistically significantly higher than those whose career spanned over less than 5 years. The group which perceived the transformational leadership of the homeroom teacher as high showed higher motivation scores than the group with lower perception. The means were statistically significant in all the sub-variables. In school - life satisfaction, the average of the former group which perceived the transformative leadership of the homeroom teacher as high was significantly higher than that of the other group.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.141-156
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• 2004

The purpose of this study was to examine the relationship between marital satisfaction and job performance among secondary school married female teachers. The subjects of this study were 237 married female teachers who worked in middle-and high-schools in Seoul and Gyeonggido. To gauge how they were pleased with their married lives. Lee Jeong-ryeon(1987)'s scale that was based on Synder's scale and made up for its segment about relations with family-in-law. As for job performance. Yun Gyeong-hye(2001)'s scale that was based on Son Jeong-hwan(1990)'s teacher job scale was employed. For data analyses. t-tests. ANOVAs. Scheffe tests for pairwise comparison. Pearson's correlations were utilized. The findings of this study illustrated that the marital satisfaction of the secondary school married female teachers were significantly related to their job performance. This indicated that their marital satisfaction served to enhance their job performance. and furthermore. that could be said to determine the quality of school education.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.102-109
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• 2002

This study investigated the effects of an instructional method which consists of think-aloud paired problem solving (TAPPS) and mole-map. Three classes (100 students) of a high school were assigned to the control, the TAPPS, and the TAPPS with mole-map (M-TAPPS) groups. Prior to the instructions, students' perceptions of learning environment were examined. Tests of mole conception, problem solving ability, and perception of learning environment were administered after the instructions. Two-way ANCOVA results indicated that the high-level students in the TAPPS group performed better in the conception test than those in the control and the M-TAPPS groups. However, there was no significant difference among the three groups in problem solving ability. The scores of involvement for the TAPPS group were significantly higher than those for the control group.

• Korean Journal of Social Welfare
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• v.19
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• pp.165-182
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• 1992