• 한국가족복지학
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• 제23권4호
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• pp.633-652
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• 2018

This study aimed to examine the direct effects of relationships with parents, peers, and community child center teachers on the school adjustment of low-income adolescents attending community child centers and the indirect effects mediated through adolescents' resilience. The second-term panel data from the fourth-year Community Child Center Survey was used to analyze 198 adolescents (103 boys, 95 girls) who were first graders at middle schools. SPSS 20.0 and AMOS 20.0 were used to analyze the data through structural equation modeling. The results of the study were as follows: Parental monitoring and peer trust had direct effects on the adolescents' school adjustment, while satisfaction with community child center teachers did not. Parental monitoring, peer trust, and satisfaction with community child center teachers had indirect effects on adolescents' school adjustment mediated through resilience. The school adjustment of low-income adolescents has received attention from both researchers and politicians. The results of this study are notable in that both the important relationships and resilience of low-income adolescents can significantly contribute to their school adjustment in their first year at middle school. Given the developmental needs of low-income adolescents, interventions for school adjustment that consider adolescents' important social contexts and psychological characteristics should be developed.

• 한국심리학회지 : 문화 및 사회문제
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• 제11권spc호
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• pp.97-115
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• 2005

본 연구는 북한이탈주민과 접촉한 경험이 있는 다양한 집단들을 대상으로 태도, 신뢰와 수용에 영향을 미치는 요인들을 분석하였다. 조사 대상자는 총 392명으로 북한이탈주민을 접촉해보지 않은 무경험자 222명과 접촉경험자 170명이었다. 무경험자 집단에는 대학생과 일반 성인이 포함되었고, 경험자 집단에는 노동상담원, 대안학교 교사, 대학 튜터, 북한이탈주민후원기관의 직원, 대학급우, 보호담당형사, 사회복지사, 교회신자, 자원봉사자 등이 포함되었다. 접촉경험이 없는 집단과 접촉경험이 있는 다양한 집단들의 태도를 비교해본 결과, 무경험 집단은 부정적인 정서와 함께 연민의 정서가 매우 높았고 신뢰와 수용은 중간정도에 위치하였다. 접촉경험이 있는 집단 중에는 보호담당 형사와 대안학교 교사 집단이 대조적인 결과를 보였다. 보호담당 형사들은 무경험자들에 비해서 북한이탈주민에 대해 전반적으로 더 부정적인 인지와 정서를 가지고 있고, 신뢰와 수용의 정도도 가장 낮았다. 대안학교 교사들은 북한이탈주민이 긍정적인 점도 있는 한편 거칠고 의존적이라는 점을 인정하면서도, 긍정적인 정서와 높은 신뢰와 수용을 나타내었다. 이는 접촉경험이 북한이탈주민에 대하여 더 긍정적인 방향으로 사람들을 변화시키기도 하고, 더 부정적인 방향으로 변화시키기도 함을 보여주었다. 보호담당 형사와 대안학교 교사 두 집단 간의 확연한 차이를 설명해주는 것은 접촉의 양상이라기보다는 권위주의 성격이나 불확실성 회피경향 등의 개인적 특성인 것으로 밝혀졌다. 신뢰와 수용에 영향을 미치는 요인들을 검증한 결과, 정서적 요인이 가장 중요한 것으로 나타난 점이 주목할 만 하다. 이러한 결과들이 북한이탈주민의 적응과정을 도와주는 공무원이나 교사의 선발과 훈련에 대하여 갖는 시사점과 평화교육에 대하여 갖는 함의에 대하여 논의하였다.

• 수산해양교육연구
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• 제25권2호
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• pp.526-537
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• 2013

The purpose of this study was to provide basic data needed for analyzing the factors needed for students' positive participation in physical education class and developing the leadership skills needed for effective class guidance by analyzing what relationship there exists between a physical education teacher-exercised transformational leadership and students' trust in physical education teachers and class satisfaction; thus, this study drew the conclusions as follows: First, in the relations between a physical education teacher-exercised transformational leadership and students' trust, it was found that a physical education teacher's charisma and intellectual stimulus had a positive influence on high school students. Second, it was found that a physical education teacher's charisma and individual consideration had a positive influence on a physical education teacher-exercised transformational leadership and the subordinate factor in class satisfaction-a sense of accomplishment while individual consideration and intellectual stimulus were found to have a positive influence on evaluation. Third, as for the trust in a physical education teacher and class satisfaction, the trust was found to have a positive influence on both a sense of accomplishment and evaluation.

• 대한지역사회영양학회지
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• 제24권4호
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• pp.290-299
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• 2019

Objectives: This study examined the nutrition teachers' and parents' recognition of environmentally-friendly agricultural products (EAPs) used in school foodservice. Methods: A questionnaire survey was given to 128 school foodservice nutrition teachers in Seongnam and 189 parents from Oct. 16 to Oct. 31, 2018 at Seongnam in Gyeonggi province. The survey included information on the recognition, satisfaction, and improvement of EAPs, and the results of the two groups were compared. Results: A comparison of the recognition of EAPs showed that nutrition teachers knew more about the EAPs and local government support in school foodservice than the parents. On the other hand, the parents were more aware than the nutrition teachers in that children have a higher affinity for EAPs than for general agricultural products in the school foodservice. A comparison of the level of satisfaction with the EAPs by nutrition teachers and parents revealed the nutrition teachers to be significantly more satisfied than parents in terms of the color, taste and nutrition of EAPs. Among the items that should be provided with EAPs, more than 50% of each group of nutrition teachers and parents answered that vegetables must be provided first. Some 70.9% of nutrition teachers and 84.5% of parents were aware of the certification standards of EAPs. The nutrition teachers had showed a slightly higher score than the parents in the certification system (3.51 vs. 3.25). In terms of improving the EAPs, 36.2% of nutrition teachers answered a reasonable price preferentially, whereas 56.4% of parents answered maintaining quality. In the expected effects of using EAPs, 57.9% of nutrition teachers answered an improvement of parents' satisfaction on the school foodservice. On the other hand, 38.0% of parents answered an improvement of children' satisfaction on school foodservice. Conclusions: Nutrition teachers and parents need to be educated on the certification systems that would enhance the trust in EAPs.

• 한국심리학회지:학교
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• 제16권1호
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• pp.39-63
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• 2019

본 연구는 담임교사가 인식한 학교상담자와의 자문 관계에서의 장애요인을 탐색적으로 파악하고자 하는 목적으로 이루어졌다. 이를 위해 서울, 경기, 인천, 충청, 대구 등에 근무하는 담임교사 16명을 대상으로 자료를 수집하여 개념도 연구방법을 통해 분석하였다. 1차로 수집된 일대일 면담 자료에 대한 질적분석을 통해 담임교사의 관점에서 학교상담자에게 자문을 받을 때의 장애요인을 설명하는 진술문을 도출하였다. 2차 자료 수집 과정에서는 일대일 면담 또는 우편의 방식으로 진술문에 대한 유사성 분류 및 중요도 평정이 이루어졌다. 2차로 수집된 자료에 대해 다차원분석과 군집분석을 실시하여 개념도를 작성하였다. 연구 결과는 다음과 같다. 담임교사가 인식한 학교상담자와의 자문 관계에서의 장애요인은 최종 51개의 진술문으로 정리되었다. 진술문에 대한 차원분석은 2개의 차원으로 '학교상담 특성 - 학교상담자 특성' 차원과 '심리적 장애 - 물리적 장애' 차원으로 명명되었다. 51개의 진술문에 대해 군집분석을 실시한 결과, 5개의 군집으로 분석되었다. 담임교사가 인식할 때 학교상담자와의 자문 관계에서의 장애요인 군집은 '담임교사로서의 책임감이 상담자와의 소통을 방해함', '학교상담자에게 받는 자문의 필요성에 대한 인식 부족', '학교상담자에 대한 신뢰 부족', '학교상담자 역할에 대한 인식 및 관련 경험 부족', 그리고 '학교상담 환경으로 인한 학교상담자의 업무 과다'로 정리되었다. 5개의 군집에서 중요도 평정 결과가 가장 높게 나타난 군집은 '학교상담자에 대한 신뢰 부족'으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제24권2호
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• pp.9-26
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• 1986

The mathematics education circles in Japan has a variety of subjects. I want to speak w generally are considered on those subjects. Some of these subjects are as follows: (1) The ratio of students who go on to high schools is about 95 percent, so that it is h to solve how to design the mathematics curriculum for the poor scholars. (2) Though the effects of instruction at the schools does not betray the nation's trust, JUKU increase in number. Thus all teachers in schools cannot but endeavor to fulfil the responsibility. (3) Some of the junior high school's teachers suffer from the misconducts and violences pupils. Thus researchers of mathematics education in such schools tend to stagnate. 4) The tudents and pupils get good results in the examinations of calculation, but in the examinations such as word problems that require their judgements not so. Etc. t is not easy to solve or cope with the these subjects. or the subjects as (3), all teachers concentrate their efforts on the activation of lessons the heightening the pupil's will to learn. or the subjects as (4), the idea of mathematical thinking has be advocated since about 1960, recently the 'problem solving' are proposed and are studying. Lastly the researchers in the university are theorizing their own works and digest and utilize arge foreign's literatures. Furthermore a great number of teachers make an effort to research their calssrooms. But a great part of the results of their researches are utilized only in country. I hope, hereafter, that the effects of researches in Japan become known and ized to the foreign countries.

• 아동학회지
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• 제37권4호
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• pp.145-158
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• 2016

Objective: This study investigated the moderating effect of emotional dysregulation on the relationship between teacher efficacy and job stress among teachers in the Early Childhood Education and Care (ECEC). Methods: The participants included 586 ECEC teachers from 99 centers in Seoul, Gyeonggi-do, Daejeon, Chungcheong-do, Jeolla-do, and Gyeongsang-do. The data were analyzed through frequencies, percentages, and Pearson's correlations using SPSS 21.0 (IBM Co., Armonk, NY). To analyze the moderating effect, Ping's (1996) two-step approach was used via AMOS 20.0 (IBM Co., Armonk, NY). Results: The main findings are as follows. First, the mean scores of ECEC teacher efficacy and job stress showed above the average, and the mean score of emotional dysregulation was the nearly average. Second, fit statistics indicated that the proposed model, as revised, provided an acceptable fit to the sample data. This proposed model showed that the emotional dysregulation of teachers in ECEC had a moderating effect on the relationship between teacher efficacy and job stress. Conclusion: These findings imply that the ECEC teachers showed the higher level of self-trust and self-confidence than average regarding their own work, and suffered from the work overload. Also, the positive and supportive working environment would help the ECEC teachers to reduce their emotional dysregulation. In addition, there was a moderating effect of the ECEC teachers' emotional dysregulation on the relationship between teacher efficacy and job stress. These findings imply that the workshop or counselling programs need to be provided to teachers in order to help control their emotion dysregulation and reduce their job stress.

• 한국학교보건학회지
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• 제34권1호
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• pp.76-86
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• 2021

Purpose: This study was conducted to describe the experience of school health teachers in regard to the COVID-19 pandemic in South Korea. Methods: We conducted a qualitative study using content analysis. Ten school health teachers were recruited from 6 elementary schools, 2 middle schools and 2 high schools in Seoul, using purposive sampling. They participated in semi-structured in-depth interviews in person or using an online communication system from January to February, 2021. Interviews were transcribed verbatim and analysed using qualitative content analysis. Results: Three main categories and nine generic categories emerged from the analysis. Firstly, it was discovered that school health teachers had psychological and physical stress to cope with COVID-19 due to the 1) fear of the unexpected infectious disease, 2) burden of having to deal with it alone, 3) breakdown of personal life and physical exhaustion and 4) heavy duty as a health teacher caused by the lack of an organic cooperation system with institutions related to school infectious diseases. Secondly, school health teachers had an increased sense of empowerment in regard to infectious disease management as a result of 1) feeling rewarded and appreciated and 2) gaining confidence and trust in infectious disease management. Finally, school health teachers experienced the urgent need for an effective response strategy for infection control because of the 1) confusion over infectious disease response due to lack of practical manuals applicable to the field as well as training, 2) disappointing response system without an expert response team dedicated to managing infectious diseases in schools, and 3) growing awareness of the need for change. Conclusion: It is expected that school health teachers' experience of COVID-19 will be used as important data for building effective and advanced school infectious disease response systems.

• Educational Technology International
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• 제12권1호
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• pp.21-46
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• 2011

International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual benchmarking project coordinated by the Finnish Online University of Applied Sciences. What challenges does an international context present for project construction and collaboration? Data from five countries, in the form of participant reflections and researchers' observations, were analysed according to four types of barriers: language, time, technical and mental barriers. Initial data indicates that trust is an essential starting point, as there is neither time nor possibilities to build mutual trust by traditional means. Organisational confidentiality issues, however, can complicate the situation. The project introduces 'collision' as a method of professional development, in which physical and organisational borders are crossed and the skills and competencies needed in global learning environments are acquired.

• 디지털콘텐츠학회 논문지
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• 제19권6호
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• pp.1123-1129
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• 2018

본 연구의 목적은 보육교사의 모바일 알림장 사용경험에 대하여 알아보는데 있다. 연구대상은 서울 경기지역에 소재한 모바일 알림장을 사용하고 있는 보육교사 7명으로, 심층면담을 통해 자료를 수집하였다. 연구 결과 첫 째, 보육교사의 [모바일 알림장 사용경험 중 긍정적인 측면]에 관한 주제군은 <교사와 부모와의 신뢰감 향상>, <즉각적인 일처리의 효율화>로 주제가 분류되었다. 둘 째 보육교사의 [모바일 알림장 사용경험 중 부정적인 측면]에 관한 주제군은 <업무량 증가에 대한 어려움>, <모바일 알림장 기능의 다양화에 대한 아쉬움>으로 주제가 분류되었다. 본 연구는 향후 부모와 교사간의 신뢰할 수 있는 의사소통 자료를 제공하고, 모바일 알림장을 보다 효과적으로 활용할 수 있도록 기초자료를 제시하는데 의의가 있다.