• Korean Medical Education Review
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• v.25 no.1
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• pp.55-67
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• 2023

This study was conducted to examine trends in research about nurse educators in Korean hospitals. The methodological framework consisted of previous work by Arksey and O'Malley. A literature search was performed of electronic databases (RISS, KISS, CINAHL, and PubMed) from January 2000 to June 2022. Each study was collated and analyzed, and the studies' data were abstracted into the following categories: publication year, study design, study participants, and education program details. Eight studies were reviewed. Most of the studies were published after 2020 (87.5%). The most frequently used design was quasi-experimental (50.0%). There were three studies whose subjects were nursing educators and five studies were conducted on programs in which nurse educators participated. In Korean medical institutions, clinical nurse educators have various roles, including the development and operation of programs and serving as facilitators and evaluators. In most studies, knowledge and skills were measured as outcome variables of educational programs led by nurse educators. The roles of nurse educators were diverse in Korean medical institutions. Therefore, a program to enhance the competency of nurse educators is needed. Judging from the effects of nurse educators in Korean medical institutions, it is necessary to expand the nurse educator system, and additional research on nurse educators should be conducted.

• Journal of Agricultural Extension & Community Development
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• v.7 no.1
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• pp.247-254
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• 2000

Since 1997, Korean government changed the status of extension educators from central government staff to county/city government staff for the sake of democratization and localization, regardless of opposition of academic society of extension professionals. Localization of extension educators followed by government restructuring in Korea, resulted various problems, such as 1) Decreased morale and number of extension educators, thus weakening the extension educational function, 2) Weakened linkages between national and local extension offices, 3) Less opportunity for in-service edition of extension educators, 4) Weakened linkages between agricultural research and extension, etc. During the last 30 years, extension services have helped Korean farmers in achieving self sufficiency of rice and year around supply of green vegetables by diffusion of vinyl house technology. Various problems after three years of localization of extension educators were discussed between announcer of radio KBS and a professor of extension in an interview format, and it was concluded that national efforts should be needed to restore morale of extension educators to continually achieve the national goals of food production, balanced national development and preservation of environment, at the same time to meet increasing needs of farmers.

• Journal of the Korean Society of School Health
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• v.18 no.1
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• pp.27-36
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• 2005

Purpose: This study was a descriptive research to compare the teaching status of sex education and to examine differences in understanding teaching capability for sex education between school health educators and teachers working in elementary schools. Methods: A total of 307 subjects participated in the research including 182 school health educators and 125 teachers who gave sex education in elementary schools in Busan, Korea. Data were collected using a structured self-administered questionnaire and analyzed with frequency, t-test and $\chi^2$-test using SPSS WIN (version 10.0). Results: This study found that the school health educators carried out sex education more than the teachers, and perceived a higher level of teaching capability for sex education than the teachers when they were given four areas of sex education contents: physical and psychological development; sex and health; sex, culture and ethics; and understanding of personal relationships. In addition, a larger number of school health educators perceived that they were more qualified and more highly recognized as sex educators than the teachers. Conclusions: The results suggest that the school health educators must be more active as sex educators and that sex education should be adopted as a regular course and the school hours for sex education must be secured.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.107-114
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• 2004

Purpose: This descriptive study was conducted to compare the teaching status, utilization of the teaching materials, and the need to solve matters of sex education between the school health educators and teachers working in an elementary school in Busan. Method: 182 school health educators and 125 teachers participated in the research. Data was collected using a self-administered questionnaire, and analyzed by frequency and x2 -test using the SPSS WIN 10.0 Program. Results: While school health educators carried out most of the sex education in the extra curriculum and physical education class, teachers did in the regular curriculum and physical education class. Regarding the utilization of the teaching materials on sex education, although the majority of school health educators used the teacher's manual, only a few teachers used it. Most of the school health educators used the ICT teaching materials while only half of the teachers did. Regarding the methods to solve matters on sex education, school health educators responded that a sex-related subject should be combined with a health subject, and an independent sex-related subject was necessary. The teachers, however, responded that it was necessary to secure enough time for sex education, the sex-related subject combined with a health subject was necessary, and there is a need to designate a sex educator. Conclusion: School health educators utilized more teaching materials for sex education and suggested more active methods to solve matters related to sex education. Therefore, school health educators should be more active as sex educators, and the subject of sex education should be adopted as a regular course.

• Journal of Agricultural Extension & Community Development
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• v.1 no.1
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• pp.37-45
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• 1994

This study was conducted to investigate the organizational climate of the agricultural extension education agencies and its influence on their educators` attitude toward job in Korea. The specific objectives of the study were 1) to identify the educators` perception of the organizational climate in the agricultural extension education agencies, and 2) to determine whether or not the educators` perception of the organizational climate influnce on their attitude toward job. Organizational climate has bees defined by many scholars as the properties of the social psychological environment perceived by organization members. There are various theoretical interpretations offered by die scholas about the effect of organizational climate upon organization members` behavior. Through a series of the theoretical reviews, this study could draw more than twenty variables in four types of organizational climate which might be perceived by the educators of agricultural extension education agencies and might influence upon their attitude toward job. The data were collected mainly through questionnaires sent to the responsible officers for administering the questionnaires for all adult educators of 30 agricultural extension education agencies randomly sampled from the population of 190 agencies. After data cleaning, a total of 629 responded questionnaires were analyzed for the study. The statistical methods used in the study were percentile, correlation, one way analysis of variance and multiple regression analysis. The two major findings of the study were as follows : 1. The organizational climate of agricultural extension education agencies were classified into four types : 1) democratic-autonomous, 2) cooperative-friendly, 3) achievement-oriented, and 4) bureaucratic-authoritarian. Among these of organizational climates, the cooperative-friendly one was most positively but the bureaucratic-authoritarian one was least positively perceived by the educators. 2. The educators` potion of the organizational climate and their attitude toward job were significantly correlated. The educators` perception of the organizational climate explained 41 percent of the variance of their attitude toward job in a multiple regression analysis In particular, the perception of the achievement oriented type of the organizational climates alone explained 34 percent of the variance of the favorable attitude.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.125-134
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• 2003

Purposes of this study were 1) to identify the level of role expectation and role performance for school health educators as elementary school students recognize and to compare them, and 2) to examine differences in the role expectation and performance by characteristics of students and educators. Subjects of the study were 1,433 6th grade students at 37 elementary schools in Busan. The data were collected by a structured self-administered questionnaire, measuring role expectation and performance that students recognize. The data were analyzed with descriptive statistics, t-test, and ANOVA by SPSS program. The results were summarized as follows. 1. Students' level of recognizing the role expectation was high(M=4.08) and level of the role performance was moderate to high(M=3.50) within range of 1 to 5. The students recognized role expectation greater than role performance. 2. The students' point of view for role expectation and performance for school health educators were related to several characteristics of students and school health educators. Students' levels of recognizing the role expectation and performance were higher when students were male, healthy, their academic performance was high, their level of satisfaction with their school life was high, and their level of satisfaction with using school health office was high. With characteristics of School health educators, students' level of appreciating the role expectation was higher when educators were of an older age and had a long career, and when they were fairly satisfied with their job as an educator. Students' level of recognizing the role performance was higher when educators were of a younger age, and had a small number of students at school. This indicates that there exists role conflict on students and implies that the conflict needs to be mediated, and desirable solutions to address the conflict need to be developed by school health educators.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• Korean Journal of Health Education and Promotion
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• v.12 no.2
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• pp.90-108
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• 1995

In the recent years, there has been a remarkable growth in the popularity of health education and health promotion. Health educators are increasingly confronting serious ethical quandars. Health educators need to be fully prepared to meet the challenges presented by these situations. The objectives of this study are as follows: 1. It explores some fundamental concepts concerning ethics, morals, and values. 2. It identifies several critical ethical issues confronting the field of health education with which individual health educators must wrestle during the course of their careers. 3. It examines the process of applying ethical principles to guide rational resolution of complex value-laden issues and moral dilemmas. 4. Collectively, these provide health educators with a basic understanding of ethics and how ethics may be used to facilitate sound decision making. This study challenges health educators to consider the ethical issues and implications associated with certain practices or advances in the field of education.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.48-68
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• 2006

This study is designed to develop a certification system for non-formal environmental education educators as part of efforts to nurture non-formal environmental education educators, increase public trust in non-formal environmental education educators and secure structure and sustainability of non-formal environmental education. The job of non-formal environmental education educators-distant from technical expertise functions that are dealt with by existing certification system - belongs to education and service industry, And the certification system I try to develop is different from existing exclusive certification system based on written tests. It is rather an authentication system based on capability development. So its components are somewhat different from those of existing certification system. However, I also tried to ensure that the system should include components which were supposed to be part of basic certification system. The certification system for non-formal environmental education educators in the study is focused on developing a framework for basic certification system. Therefore, I believe that follow up studies may be needed to address execution, i.e., specific evaluation criteria to select organizations in charge of certification system and education course/program respectively, criteria to select instructors who will lead training course/program and decision on whether experiences as eco-guide or nature experience guide should be recognized as experiences for non-formal environmental education educator etc.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.