• Title/Summary/Keyword: teacher in charge

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A Study on the Current Status of Drug Education among Elementary School Teachers (초등학교 교사의 약물교육 실태)

  • Jung, Mi-Suck;Lee, Hwa-Za;Kim, Young-Hae;Kim, Myung-Hee;Eo, Yong-Sook
    • The Journal of Korean Academic Society of Nursing Education
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    • v.9 no.2
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    • pp.288-297
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    • 2003
  • This study was attempted to find out the actual conditions about drug education among the elementary school teachers. Subjects consisted of nurse-teachers 175, class-room teachers 240 and athletics teachers 53 at the elementary schools in Pusan city. The data collecting period was December 23th through December 28th, 2002 and the collected data were analyzed by SPSSWIN 10.0 program using frequency, percentage, mean, standard deviation and $x^2$-test. The results of this study were as follows: 1. The importance of the drug education in special curriculum has been agreed with 96.0% of nurse-teachers, 90.4% of classroom teachers and 92.4% of athletics teachers. 2. For the drug education, nurse-teachers used to get information through the professional knowledge books(61.1%), and internet (33.1%), on the other hand class-room teachers(80.0%) and athletics teachers (48.9%) used to get information from various media. 3. Until now, the drug education has been performed by 80.6% of nurse-teachers, 34.2% of class-room teachers and 41.5% of athletics teachers. After drug education, the results of self-evaluation showed that 73.8% of nurse-teachers and 51.9% of athletics teachers were satisfied with it, but 69.5% of class-room teachers were not. In terms of the education methodology, most nurse-teachers(85.8%) usually used both verbal lecture and multi-media materials for teaching, but class-room teachers(97.8%) and athletics teachers(81.8%) just gave the verbal lecture. 4. About practical difficulties of drug education, the biggest problem was the absence of no systematic curriculum for nurse-teachers(22.9%), the insufficient expert knowledge for class-room teachers (26.3%) and a lack of education materials for athletics teachers(37.7%). The subjects were responded that the well-qualified personnel in charge of drug education in elementary school were nurse-teachers (52.0%) or nurse-teachers and class-room teachers.

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A comparative analysis of Leadership Competency Education System in Korea, US and UK (한국·미국·영국의 유아교육기관 원장 리더십역량 교육체계 비교분석)

  • Park, Soo-Jin;Kim, Mi-Kyung
    • Korean Journal of Comparative Education
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    • v.27 no.4
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    • pp.255-283
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    • 2017
  • The purpose of this study is to analyze the comtent of the education system of US and the UK in order to build an integrated system that can develop the leadership competency of preschool principle. Based on this, the implications are as follows. First, competencies can developed through learning rather than fixed. Therefore, re-conceptualization of leadership competence appropriate to the characteristics and organization of the individual as the presiding authority of the preschool can be considered as ability to show visible knowledge and skills, invisible self concept. Therefore, it is necessary to establish a capacity development plan based on this. Second, the introduction and implementation of continuous and systematic training programs such as the training system that strengthens the capacity of the directors and principals of the United States and the United Kingdom is necessary. To do this, we must introduce a system that renews certification every five years, like the United States, rather than a system that acquires and maintains certification with a single training. Third, various training methods should be carried out. In the case of the US and the UK, we think it is desirable to train in various ways in the training period, the university, the teacher center, and the private organization or association. Therefore, it is necessary to build a cooperation system with various institutions such as training institutes, universities, teacher centers, educational information research institutes, and private organizations in each province, and strengthen them in various ways. Fourth, the contents and methods of qualification training and future job training of the director of the preschool should be deviated from the uniform level. Therefore, the systematic research that reflects the knowledge and contents of the administration required in the field should be given priority by the university or research organization that is in charge of the training.

The Effect of Mathematics Teaching Experience during the Teaching Practicum on Pre-service Elementary Teachers' Beliefs about Mathematics (교육실습에서의 수학 수업이 초등예비교사의 수학에 관한 신념에 미치는 영향)

  • Mun, Hyo-Young;Kwon, Sung-Yong
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.2
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    • pp.487-521
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    • 2010
  • The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

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A Study of Analysis and Improvement of Police Ethics (경찰윤리의 실태분석 및 개선방안에 관한 연구)

  • Cho, Kye-Pyo;Kim, Young-Joo
    • Korean Security Journal
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    • no.45
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    • pp.129-159
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    • 2015
  • The police do their best effort to make all security standards of competence and law enforcement suit the public's expectation, take precedence over the direction of the security policy to what the people want, and realize the Republic of Korea in which the people are happy with a strong police security. On the other hand. The people demand the fairly high level of moral integrity to the police who are in charge of law enforcement at the forefront than any other organization. Suggesting various measures for enhancing the organizational level of police ethics in police ethics awareness of police offices have been working on, yet the prevailing view that still insufficient. In this study, after analyzing the current moral status of the police, I suggest ways to improve as follows: First, strengthening the training and improving the program of police ethics. For this, securing professional teacher and implementation of customized ethics training are necessary. Second, the subject of human nature test should be expanded. The targets are limited to less than a supervisor. It should be expanded to all police officers. Third, the improvement of the organizational culture. For this, introduction of mentoring system and enlightening-oriented inspection is needed. Fourth, reducing the burden of manpower by reinforcing personnel. By defusing lack of police personnel, the police will be able to conduct intensive and effective ethics education. Finally, the provision of the stress relief measures for the police. To this end, the police requires constant efforts of the organization itself.

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A Study on the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education in home economics teachers' view (가정과교사가 인식한 학교 평생교육을 위한 가정과 자원의 활용 실태 및 활성화 방안)

  • Kim, Sung-Hee;Chae, Jung-Hyun
    • Journal of Korean Home Economics Education Association
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    • v.18 no.4 s.42
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    • pp.127-141
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    • 2006
  • The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

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Suggestions for the Activation of the Elementary Science Camp through the Present Status of Operation and Preference Survey (초등과학캠프의 운영 실태와 선호도 조사를 통한 활성화 방안)

  • Kwon, Nanjoo;Kim, Sangyong;Na, Sanghoon
    • Journal of Science Education
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    • v.34 no.2
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    • pp.306-319
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    • 2010
  • The purpose of this study is to pursue suggestions for the activation of the elementary science camp through the present status of operation and preference survey; examined 50 elementary science camps conducted since year 2004, and surveyed 590 people of students, parents and teachers around Seoul and Gyeonggi province. This study also explores ways of issues and solutions through interviews with five officials of the elementary science camp. This study drew data from the present status of the elementary science camp, the state of camp participation, student's preference, interviews with camp managers. The following are suggestions for the activation of the elementary science camp based on the results of this study; First, the elementary science camp especially in charge of science-related association or office of education should be enlarged, and other private institute or organization should prepare for specialized programs and expert teachers. Second, insufficient camp spot should be solved and participation fee differentials should be alleviated. Third, the period of the camp and its announcement should be various, so that students have more opportunities. In conclusion, managing elementary science camp needs specialism, and continuing effort, because it is related to many important matters such as theme, period, place, participation expenses, guiding teacher, number of student, program organization, student's preference, and method of notice. Therefore, this study insists steady cooperation, continuing endeavor, and appropriate support system for elementary science camps on a nationwide scale.

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A Study on the Wooden Seated Vairocana Tri-kaya Buddha Images in the Daeungjeon Hall of Hwaeomsa Temple (화엄사 대웅전 목조비로자나삼신 불좌상에 대한 고찰)

  • Choe, Songeun
    • MISULJARYO - National Museum of Korea Art Journal
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    • v.100
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    • pp.140-170
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    • 2021
  • This paper investigates the Wooden Seated Tri-kaya Buddha Images(三身佛像) of Vairocana, Rushana, and Sakyamuni enshrined in Daeungjeon Hall of Hwaeomsa temple(華嚴寺) in Gurae, South Cheolla Province. They were produced in 1634 CE and placed in 1635 CE, about forty years after original images made in the Goryeo period were destroyed by the Japanese army during the war. The reconstruction of Hwaeomsa was conducted by Gakseong, one of the leading monks of Joseon Dynasty in the 17th century, who also conducted the reconstructions of many Buddhist temples after the war. In 2015, a prayer text (dated 1635) concerning the production of Hwaeomsa Tri-kaya Buddha images was found in the repository within Sakyamuni Buddha. It lists the names of participants, including royal family members (i.e., prince Yi Guang, the eighth son of King Seon-jo), and their relatives (i.e., Sin Ik-seong, son-in-law of King Seonjo), court ladies, monk-sculptors, and large numbers of monks and laymen Buddhists. A prayer text (dated 1634) listing the names of monk-sculptors written on the wooden panel inside the pedestal of Rushana Buddha was also found. A recent investigation into the repository within Rushana Buddha in 2020 CE has revealed a prayer text listing participants producing these images, similar to the former one from Sakyamuni Buddha, together with sacred relics of hoo-ryeong-tong copper bottle and a large quantity of Sutra books. These new materials opened a way to understand Hwaeomsa Trikaya images, including who made them and when they were made. The two above-mentioned prayer texts from the repository of Sakyamuni and Rushana Buddha statues, and the wooden panel inside the pedestal of Rushan Buddha tell us that eighteen monk-sculptors, including Eungwon, Cheongheon and Ingyun, who were well-known monk artisans of the 17th century, took part in the construction of these images. As a matter of fact, Cheongheon belonged to a different workshop from Eungwon and Ingyun, who were most likely teacher and disciple or senior and junior colleagues, which means that the production of Hwaeomsa Tri-kaya Buddha images was a collaboration between sculptors from two workshops. Eungwon and Ingyun seem to have belonged to the same community studying under the great Buddhist priest Seonsu, the teacher of Monk Gakseong who was in charge of the reconstruction of Haweonsa temple. Hwaeomsa Tri-kaya Buddha images show a big head, a squarish face with plump cheeks, narrow and drooping shoulders, and a short waist, which depict significant differences in body proportion to those of other Buddha statues of the first half of 17th century, which typically have wide shoulders and long waists. The body proportion shown in the Hwaeomsa images could be linked with images of late Goryeo and early Joseon period. Rushana Buddha, raising his two arms in a preaching hand gesture and wearing a crown and bracelets, shows unique iconography of the Bodhisattva form. This iconography of Rushana Buddha had appeared in a few Sutra paintings of Northern Song and Late Goryeo period of 13th and 14th century. BodhaSri-mudra of Vairocana Buddha, unlike the general type of BodhaSri-mudra that shows the right hand holding the left index finger, places his right hand upon the left hand in a fist. It is similar to that of Vairocana images of Northern and Southern Song, whose left hand is placed on the top of right hand in a fist. This type of mudra was most likely introduced during the Goryeo period. The dried lacquer Seated Vairocana image of Bulheosa Temple in Naju is datable to late Goryeo period, and exhibits similar forms of the mudra. Hwaeomsa Tri-kaya Buddha images also show new iconographic aspects, as well as traditional stylistic and iconographic features. The earth-touching (bhumisparsa) mudra of Sakymuni Buddha, putting his left thumb close to the middle finger, as if to make a preaching mudra, can be regarded as a new aspect that was influenced by the Sutra illustrations of the Ming dynasty, which were imported by the royal court of Joseon dynasty and most likely had an impact on Joseon Buddhist art from the 15th and 16th centuries. Stylistic and iconographical features of Hwaeomsa Tri-kaya Buddha images indicate that the traditional aspects of Goryeo period and new iconography of Joseon period are rendered together, side by side, in these sculptures. The coexistence of old and new aspects in one set of images could indicate that monk sculptors tried to find a new way to produce Hwaeomsa images based on the old traditional style of Goryeo period when the original Tri-kaya Buddha images were made, although some new iconography popular in Joseon period was also employed in the images. It is also probable that monk sculptors of Hwaeomsa Tri-kaya Buddha images intended to reconstruct these images following the original images of Goryeo period, which was recollected by surviving monks at Hwaeomsa, who had witnessed the original Tri-kaya Buddha images.

On Investigation of Status of Sex Education and Sex Education Needs of High School Students by Their Sexual Experience (일부지역 고등학생의 성교육 실태와 성경험에 따른 성교육 요구도 조사)

  • Lee, Seon-Suk;Cho, Soon-Ja;Sin, Yeon-Soon;Choi, In-Sook;Lee, Deok-Weon
    • The Journal of Korean Society for School & Community Health Education
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    • v.5
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    • pp.85-105
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    • 2004
  • The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

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A study of Mrs Yun's Teaching Life and It's Meaning (윤씨부인의 여사적(女師的) 삶과 그 의미)

  • Yoon, Kyunghee
    • (The)Study of the Eastern Classic
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    • no.49
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    • pp.161-185
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    • 2012
  • This thesis reorganized the life of Mrs. Yun who was a noble woman in the middle of the Joseon period with main material of Seopo, Kim, Man Joong(1637-1692)'s "Seonbijungkyungbuinhaengjang(先?貞敬夫人行狀)" and considered yeosa(女師)'s image of noble woman embodied by her son. Although women who were remarkable in premodern period nurtured their son well and they became excellent, it's easy that the life of their mother can be hidden by sons' shadow. Luckily, materials of Mrs. Yun were kept by her descendants, so people could analogize how she could endure difficulties and how she educate her children. In a word, the life of Mrs. Yun can be yeosa(女師)'s life. She was born as a only daughter of the best ancestry in the period and grown to be a considerable woman with strong will and discipline under the strict training of her grandmother, Junghye Ongju. And then, she married Gwangsan Kimmun, the best literature house of Joseon period, but her husband, Kim, Ik Kyum was died by unexampled difficulty, Byungjahoran. During the tribulation, Mrs. Yun was in charge of not only parents supporting but also two sons' education excellently. She educated not only her children but also grandchildren and nephews around her, so she had extraordinary passion and sincerity for the education. As the result, she enjoyed a glory that two sons and grandchildren became on daejehak. Mrs. Yun was living with thrift and saving continuously regardless of her circumstances. When her granddaughter became inkyungwanghoo who is a wife of sookjong, she didn't kick her common habit and trained strictly the mind of family members who could be easily in disorder. In spite of the richness, he obeyed manners and showed thrift and saving continuously and thoroughly. When there was a crisis in her family, the first son, Kim, Man Ki was died and the second son, Kim, Man Joong and grandson went into exile during the continuous political upheaval. But, she supported her house, obeyed the rules and promised the future. At that time, she continuously encouraged grandchildren and the eldest grandsons of the head family to study without any stop for themselves in spite of the difficulties. Mrs. Yun pursued truly valuable life. She considered that the life which didn't get praised by other people wasn't valid although he or she lived a pleasant life in luck and richness. Mrs. Yun was a true teacher yeosa (女師) who placed a true value on the life enduring hardship and poorness without fear and becoming an example of other people.

Teachers' Importance Perception of the Contents in Housing Unit of Middle School Technology and Home Economics Subject (중학교 기술 가정 교과의 주생활단원 내용에 대한 교사의 중요도 인식)

  • Jun, Kyung-Sook
    • Journal of Korean Home Economics Education Association
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    • v.20 no.4
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    • pp.223-237
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    • 2008
  • The purpose of this research was to provide the information needed for improving the contents in housing unit of middle school technology and home economic textbook. For this purpose, a survey questionnaire was developed to examine teachers' importance perception of 48 contents in housing unit. A direct survey and an e-mail survey were used to collect data from teachers, and a total number of 233 data were analyzed. Conclusions were summarized as following: 1. Among the 48 contents in housing unit, the average score of teachers' importance perception of the 18 contents on 'interior environment and equipments' was 3.94; the average score of teachers' importance perception of the 15 contents on 'living space plan and use' was 3.78; and the average score of teachers'importance perception of the 15 content on 'housing maintenance and repair' was 3.42. Therefore, the 15 contents on 'housing maintenance and repair' must be revised. 2. Teachers' importance perception of 25 contents, among the 48 contents in housing unit, were significantly differentiated by gender, age, teaching experience, scholastic attainment, subject in charge(technology, home economics, technology and home economics), school type(boys' middle school, girls' middle school, coeducation), and region(city, county). Therefore, the 25 contents, of which importance perception were influenced by teachers' characteristics, must be revised in order to maintain the consistent importance perception. Suggestions were that the team teaching of technology and home economic textbook was more recommendable; that the local situations must be considered in the contents of housing unit and; that the contents of housing unit must be segmented into a minimum unit for the accurate evaluation.

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