• Journal of the East Asian Society of Dietary Life
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• v.26 no.2
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• pp.181-191
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• 2016

This study aimed to investigate current nutrition education and effective plans for nutrition teachers in schools. Data were collected by a face-to-face questionnaire. Surveyed schools were elementary, middle, and high schools at percentages of 32.4%, 35.1%, and 32.4%, respectively. Percentage of nutrition education was above 90%, whereas off-line education was very uncommon in middle (8.3%) and high schools (27.3%) compared with elementary schools (63.6%), (p<0.05). Satisfaction of nutrition education was also very low in middle (7.7%) and high schools (8.3%) when compared with elementary schools (41.7%), (p<0.05). The main reason for this was due to 'work overload of mealing service (44.4%)' and 'insufficient time of students (25.9%)'. Effective education plans were as follows: beginning of education and education scale were 'elementary school (67.6%)' and 'below 20 people (81.1%)', and the most preferred counterplan was 'development of diverse education programs (4.81 score)' > 'systematic education process (4.76 score)' > 'professional nutrition education (4.51 score)'. Most important duty was 'nutrition education and consultation (51.4%)', although it achieved the lowest satisfaction at a score of 2.46. Overall analysis, demand and awareness of nutrition teachers for nutrition education were very high. Therefore, an institutional strategy and environmental improvements are required by setting up curriculum subjects and developing diverse education programs for systematic nutrition education.

• Journal of the Korean Dietetic Association
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• v.27 no.2
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• pp.92-112
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• 2021

This study compared the job satisfaction and job importance of school dietitians according to various school types in Sejong. One hundred and twenty-six school dietitians working in kindergartens (n=36), elementary schools (n=42), middle schools (n=22), and high schools (n=26) participated in this questionnaire survey. The subjects were divided into four groups according to the school types. Half of the subjects were over 41 years of age, with 64.3% graduating from graduate school. The percentage of nutrition teachers was the highest in middle schools at 95.4%, followed by the elementary school at 90.5% and high school at 73.1%, whereas 100% of the kindergarten dietitians were not nutrition teachers (P<0.001). The percentage of the running status of nutrition education classes/activities was lowest in kindergartens (P<0.001). The job satisfaction score in the job itself area was significantly lower in kindergartens and high schools than in middle schools (P<0.01). The satisfaction scores of human relationships, working environment, personnel evaluation, and welfare did not differ significantly among the schools. As for the Job importance, the scores of nutrition counseling were significantly lower in middle school than in elementary and high schools (P<0.05). In cooking and distribution management, high schools were less important than other school levels (P<0.05). These findings highlight the need for the placement of nutrition teachers in kindergarten to promote nutrition education, the reduction of workload for school dietitians/nutrition teachers and additional placement of dietitians by the appropriate workload such as the number of people and meals to serve.

• Journal of Korean Home Economics Education Association
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• v.6 no.1
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• pp.43-60
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• 1994

The purpose of this study is to systematize the objectives and contents related to clothing education curriculum, and to research the needs for clothing education curriculum required y the Home Economics teachers working from elementary school to high school. These needs have been shown in the research by questionaires, which were distributed to the teachers in the Department of Home Economics School in Teajon and Ch‘ungch’ ongnam-do. The main results of obtained this study are as follows: First as the objectives of clothing education curriculum which are different from each school and each grade have not completely been systematizied they must be carefully reexamined and reorganizied in a coherent system. Second in the findings on the teacher's needs of clothing education curriculum the Home Economics teachers in elementary schools have basic knowledges and skills on clothing education. The teachers in middle schools have the knowledge of the selection care repair of cloths and also acquire skills for clothing education and consumption are some what difficult for elementary students to understand and the contents have been overlapped with those of middle schools curriculum they are not organized in a coherent system of clothing education curriculum higher than over and to systematize clothing education in a coherent and a unified way we must continue to study them and the needs for clothing education.

• Korean Journal of Community Nutrition
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• v.19 no.2
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• pp.198-211
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• 2014

Objectives: To investigate the use frequency and amount of food sources of sodium and knowledge requirement, and job satisfaction with school food services according to the school types in Busan. Methods: A total of 98 schools were surveyed and knowledge requirement and job satisfaction were assessed using a questionnaire. In addition, the use frequency and amount of food sources of sodium for 10 school days were examined. Results: The response rate of the most difficult area among dietitians' tasks was significantly high in 'nutrition education and counseling' for elementary schools and 'hygiene management' for high schools (p < .05). The response rate of the factors to be considered in meal planning was significantly high in 'energy and nutrients requirement' for elementary schools and 'menu/taste preference of students' for middle and high schools (p < .05). The response rate of whether school food services affect health and eating habits of students or not was significant high in 'very helpful' for elementary schools (p < .001). The average sodium contents in the meals of elementary, middle and high schools was 1981.4 mg/meal/person/day, 1867.3 mg/meal/person/day and 1,329.9 mg/meal/person/day, respectively. For foods in highest sodium, Kimchi, Oribulgogi, and Kare rice were ranked 1st, 2nd and 3rd respectively. The main reason for not providing the fruits was 'price' among all groups. The knowledge requirement such as 'nutrition and menu management', 'nutrition education', and 'nutrition counseling' was significantly higher in elementary school compared with middle and high school (p < .001, p < .01, and p < .01 respectively). The dietitians and nutrition teachers of elementary schools have a higher job satisfaction compared with those of middle schools (p < .01). The job satisfaction was positively correlated with knowledge requirement of dietitians and nutrition teachers of elementary and middle schools. Conclusions: The results suggest that developing dietitians' education program about knowledge requirement contribute to increasing the school food service and job satisfaction in elementary and middle schools.

• Journal of Nutrition and Health
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• v.45 no.3
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• pp.274-282
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• 2012

The objective of this study was to examine job performance and importance, and job satisfaction of school foodservice dietitians nutrition teacher in Jeonnam and Gwangju area according to the school types (elementary school, middle school, high school). A total of 646 questionnaires were distributed, 244 questionnaires were analyzed using SPSS 12.0 for a descriptive analysis, t-test and ANOVA. There were significant differences between the school dietitians' nutrition teachers' job performance and importance in all areas of the job analysis for all school types. In the foodservice management/evaluation and nutrition education area, elementary and middle school foodservice dietitian nutrition teacher showed a significantly higher performance, compared to that of high school dietitian nutrition teacher. Nutrition education was recognized by elementary and middle school dietitian nutrition teacher to be more significantly important than that of high school dietitian nutrition teacher. Elementary school foodservice dietitian nutrition teacher was most satisfied with their job condition. Dietitian working in middle school was least satisfied with the salary and compensation. These results suggest that appropriate curriculum should be structured according to foodservice dietitian nutrition teacher of the school type for improving the work efficiency. In order to increase the job satisfaction, the employment status of school dietitian should be guaranteed by the government and school officials, especially in the middle and high schools.

• Nutrition Research and Practice
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• v.18 no.5
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• pp.746-759
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• 2024

BACKGROUND/OBJECTIVES: To encourage schools to transform school meal programs to be more educational, it is necessary to evaluate the related environment using a whole school approach. We developed a school food culture evaluation tool to quantitatively evaluate school food culture in Gyeonggi Province, Korea. SUBJECTS/METHODS: Based on a literature review, a school food culture evaluation system consisting of areas, subareas, indicators, and questions (scored on a 5-point scale) was constructed. The validity of the tool was reviewed using focus group interviews, the Delphi technique, and a preliminary survey. Subsequently, evaluation tool was applied to elementary, middle, and high schools in Gyeonggi Province. Data from 115 schools were used for the final analysis. This included 64 elementary schools, 29 middle schools, and 22 high schools. At least one respondent from each group-school administrators, teachers, and nutrition teachers (or dietitians)-participated. The results were compared at the school level. RESULTS: The evaluation tool consisted of 66 questions in 5 areas (institutional environment, physical environment, educational environment, educational governance, and school meal quality). The total average score for school food culture was 3.83 points (elementary school 3.89 points, middle school 3.76 points, and high school 3.76 points) and did not differ significantly among school levels. Among the 5 evaluation areas, scores were highest for institutional environment (4.43 points) and lowest for physical environment (3.07 points). Scores for educational environment, educational governance, and school meal quality were 3.86, 3.85, and 3.97 points, respectively. CONCLUSION: It is necessary to improve the physical environment to create a desirable school food culture in Gyeonggi Province. To effectively promote healthy eating, ongoing investment and interventions by local authorities at improving school food culture are needed, with an emphasis on particular factors, such as the eating environment and staff training.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.267-276
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• 2021

The purpose of this study is to research seasonal constellation experiments and to find out what are effective seasonal constellation experiments according to school salary. we organized seasonal constellation experiments with 24 elementary preparatory teachers and asked them to what effective experiments are for each school class. As a result, constellation learning through direct experience activities through role play is the most effective in elementary school, and in middle and high schools, using the stellarium program to realistically observe and reason about seasonal changes in constellations was selected as an effective experiment. Pre-service teachers recognized that experiments in which direct experience and specific manipulation activities were emphasized in elementary school, and experiments in which observation of realistic natural phenomena and reasoning activities were emphasized were effective in middle and high schools.

• Journal of Science Education
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• v.47 no.2
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• pp.180-191
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• 2023

The purpose of this study was to investigate the preferred SSI topics of students and teachers in elementary, middle, and high schools. It analyzed the similarity of students' and teachers' preferred SSI topics by school level using the cosine similarity measure. A total of 566 students and 327 teachers from elementary, middle, and high schools participated in the study. Sixty topics were identified and listed in the areas of environment, science and technology, health and medicine, and other social issues based on the literature and SSI programs. Students and teachers were asked to select five of their favorite topics. The data was collected online using SurveyMonkey. The collected data was divided into six groups of students and teachers, and the frequency of topic selection was analyzed within each group. The topic preference similarity was analyzed by calculating vector values based on the frequency of the selected topics and measuring the cosine similarity between students, teachers, and teachers and students by school level. The results are as follows: First, the cosine similarity of SSI Preferred Topics between students' school-level cohorts was higher between middle and high school students (0.982) than between elementary and middle school students (0.651) or between elementary and high school students (0.662). Second, the cosine similarity of SSI Preferred Topics between teachers' school-level cohorts was similar for all comparison groups between elementary, middle, and high school. Third, the SSI topic preference similarity between students and teachers by school level had a higher cosine similarity between the elementary student and teacher cohorts (0.974) than the other school level comparisons, middle school (0.621) or high school (0.645). Access to topics of interest to students in SSI education is strongly associated with motivation and persistence in learning, as well as an enjoyable learning experience and positive attitudes toward learning. Therefore, when designing SSI lessons, it is important to examine topics from the perspective of student interest, especially if the teacher has selected SSI topics that are different from students' preferences. Careful instructional design will be needed to overcome the gap.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.45-62
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• 2007

The purpose of this study was to analyze the status of environment-related teaching in elementary and secondary schools. A questionnaire survey was conducted for the study. Items in the questionnaire were developed based on the theory of environmental education and integrated education. The questionnaire was responded to 501 elementary school teachers, 273 middle school teachers, and 210 high school teachers in the city of Seoul and Kyunggi Province. The survey analysis revealed that elementary and secondary school teachers recognized 'environmental action skills' as the most important objective for school environmental education. Contrary to the teachers' expectations, it was found that there is insufficient teaching and learning materials for teaching in the domain of 'environmental action skills' and they could not confidently teach the skills in environment-related classes. For professional development of teachers in integrated environmental education, pre- and in-service programs will be developed systematically in a workshop to give teachers an opportunity to analyze teaching materials, design instruction plan, perform class trial, and evaluate the class situation for feedback. The results of this study can serve as a basic reference for improvement of environment-related subject education.

• Korean Journal of Occupational Health Nursing
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• v.22 no.1
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• pp.66-74
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• 2013

Purpose: This study examined the relationships among menopausal symptom, self-efficacy, health promoting behaviors, and investigated factors affecting health promoting behaviors of teachers with middle-aged women experiencing menopause. Methods: From September to October 2012, a convenience sample of 252 subjects aged 40 to 60 years was recruited from 8 elementary schools, 3 middle schools and 5 high schools. The data analysis was done by ANOVA and stepwise multiple regression. Results: Menopausal symptom of subjects was slightly lower than general middle aged women and the average level of health promoting behaviors was similar to general middle aged women. Health promoting behaviors were differentiated by severity of menopausal symptom, not by menstruation state. Menopausal symptom was negatively related to health promoting behaviors. The most significant factor affecting health promoting behaviors was self efficacy (14.3%). The combination of self efficacy, menopausal symptom, and elementary school teachers accounted for 20.1% of health promoting behavior. Conclusion: When developing health promotion program for teachers with middle-aged women, such program should consider self-efficacy, menopausal symptom, and school type.