• The Korean Journal of Food And Nutrition
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• v.32 no.3
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• pp.236-245
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• 2019

The objective of this study was to investigate job understanding, performance, and job satisfaction of 150 school foodservice employees in Chungnam area from April 23, 2018 to May 18, 2018. The score of the relationship with colleagues was in the order of elementary school, middle school, and high school (p<0.05). Job understanding was ranked as follows: middle school, elementary school, and high school (p<0.05). Questionnaires on performance of food ingredients and working process management had 4.8 points for the cook and 4.6 points for the cooking staff (p<0.05). Based on the subjects' position, the hygienic safety management performance was higher in cooks than in cooking staff (p<0.05). Job satisfaction showed higher points in elementary school and middle school subjects in all items as compared to subjects of high school (p<0.05). Cooks showed more job satisfaction compared to cooking staff (p<0.05). There was a significant positive correlation (r=.253, p<0.01) between job satisfaction and job performance. Job understanding showed a significant positive correlation with job performance. Job satisfaction had a positive correlation with performance for hygienic safety management (r=.275, p<0.01).

• 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.

• Journal of the Korean Society of School Health
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• v.25 no.2
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• pp.222-230
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• 2012

Purpose: This study was done to identify levels of health teacher's perception and performance on abdominal pain management in elementary schools. Methods: The participants were 207 health teachers in elementary school in B metropolitan city. In a descriptive cross-sectional study, the structured self-report questionnaire was developed based on the literatures and school health care guidelines by the researchers. The data were analyzed using the PASW 18.0 program. Results: The mean scores (${\pm}SD$) on perception and performance of abdominal pain management were $4.02{\pm}0.43$ (range 1~5) and $3.47{\pm}0.41$ (range 1~5), respectively. Their perception and performance of abdominal pain management had a statistically significant correlation (r=.27, p<.001). In a regression analysis, the performance of abdominal pain management was significantly influenced by perception of abdominal pain management, career of health teachers, self-confidence in abdominal pain management, and total number of classes in a school. The regression model explained 19% of the variance of performance of abdominal pain management. Conclusion: These findings showed that the performance levels were lower than its perception levels of elementary school health teachers on abdominal pain management for students. It suggests that the standardized abdominal pain management guideline is developed to improve the performance of school health teachers.

• Journal of the Korean Society of School Health
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• v.6 no.2
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• pp.76-88
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• 1993

The purpose of this study is to analyze correlation between the view of teaching profession and the role performance of school nurse. For the achievement of this purpose 188 school nurses in Tae-Gu city and Kyung-Sang Buk-Do are randomly selected in 1992. Major findings of this study were as follows: 1) Role performance of the school nurse showed school health room, health planning, health education, disease control, environment sanitation and management of health organization, in the order named. 2) Degree of school nurse role performance showed 84.7% of the total respondents as highly. 3) Relationship between the view of teaching profession and the role performance was statistically significant correlation. 4) Role performance of school nurse was explained 29.4% by the view of teaching profession (public life, human relation & leading student) of the total variables.

• Journal of the Korean Society of Physical Medicine
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• v.14 no.2
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• pp.97-105
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• 2019

PURPOSE: This study examined the factors related to school-based activity performance in school-aged children with spastic cerebral palsy (CP). METHODS: The Gross Motor Function Systems (GMFCS), Manual Ability Classification System (MACS), Communication Function Classification System (CFCS) as functional classifications, and the physical activity performance of the School Function Assessment (SFA) were measured in 79 children with spastic CP to assess the student's performance of specific school-related functional activities. RESULTS: All the function classification systems were correlated significantly with the physical activity performance of the SFA ($r_s=-.47$ to -.80) (p<.05). The MACS (${\beta}=-.59$), GMFCS (${\beta}=-.23$), CFCS (${\beta}=-.21$), and age (${\beta}=-.15$) in order were predictors of the physical activity performance of the SFA (84.8%)(p<.05). CONCLUSION: These functional classification systems can be used to predict the school-based activity performance in school-aged children with CP. In addition, they can contribute to the selection of areas for intensive interventions to improve the school-based activity performance.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.57-68
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• 2009

This study addressed ways in which parental poverty factors are associated with child school performance and how these relationships may be mediated by self-regulated study performance. Data of the Korea Education Longitudinal Survey (KELS : 2005) were used in this survey of 6,908 students in 150 schools. Parental poverty status, self-regulated study performance, and school performance achievement were administered when children were in 7th grade. Using structure equation modeling analysis, the results of this study confirmed that self-regulated study performance is a mediator of the linkage between poverty and school performance. Thus, children's positive self-regulated study performance acts to buffer the negative cycle of poverty.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.13-25
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• 2016

Objective: The purposes of this study were to examine the effects of school-age children's ego strength, failure tolerance, and performance anxiety on their school class adjustment, and to model the relation structure of the variables. Method: For these purposes, a questionnaire survey was conducted with 562 6th graders. Results and Conclusion: The results of this study are summarized as follows. First, ego strength, failure tolerance, and performance anxiety were significantly different according to gender. Second, in male students, ego strength, failure tolerance, and performance anxiety had a significant direct effect on school class adjustment. In addition, ego strength and failure tolerance had a significant indirect effect on school class adjustment. Third, female students' paths to school class adjustment were similar to male students' but the effect of failure tolerance on performance anxiety and the effect of performance anxiety on school class adjustment were not significant. Fourth, in the results of multi-group analysis, the effect path from ego strength to school class adjustment was different between male and female students, and the effect was higher in female students than in male students.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.36-43
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• 2011

Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

• Research in Community and Public Health Nursing
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• v.14 no.3
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• pp.457-467
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• 2003

Purpose: This study examined the development and performance of the school health promotion policy guideline that is applicable to Korean school health. Methods: 1. The WHO's guideline was translated into Korean and modified by school health experts 2. A questionnaire was conducted to assess the performance of school health policy on 207 nurses in elementary schools in Seoul and Cheonbuk. Result: The Korean version of the school health promotion policy guidelines were developed including 9 components and 36 checkpoints. Compared to that of WHO, the component 'school nursing teacher' was added and three components were eliminated: 'equitable access to school resources', 'control of helminth', and 'sun protection policy'. The performance degree of first-aid, closure of school in a calamity, and control of HIV/AIDS was very low. The performance degree of a healthy diet, and regular physical examination was quite high. This study was the first that developed the school health promotion policy guideline and examined the performance. Further research is needed to validate the guidelines developed by this study.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.7
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• pp.145-152
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• 2022

The purpose of this study is to assess the impact of the principal's democratic leadership style, teacher competency, work discipline, and work environment on teacher performance during the pandemic. Using the proportional random sampling strategy, a sample of 468 respondents consisted of kindergarten teachers, elementary school teachers, junior high school teachers, junior high school teachers, and high school/vocational school teachers. The study revealed that the principal's democratic leadership style, teacher competence, work discipline, and work environment substantially impact teacher performance. However, the principal's democratic leadership style does not affect teacher performance, whereas teacher competence, work discipline, and work environment have a minor impact on teacher performance. Furthermore, during the COVID-19 pandemic, work discipline is the most critical variable influencing teacher performance. The findings of this study suggest that the principal's democratic leadership style, teacher competence, work discipline, and work environment have a positive impact on teacher performance during the pandemic. During the COVID-19 pandemic, work discipline is the most important variable influencing teacher performance. Considering that democratic leadership has no effect on teacher performance and that this leadership style is widely used by school principals in the world of education, it is assumed that there is no effect on teacher performance.