This study investigated the management of staff training programmes and school climate for teacher retention in secondary schools in Rivers State. Two (2) research questions and 2 corresponding hypotheses were answered and tested in the study, respectively. The population of the study comprised all the 268 public senior secondary schools in Rivers State, with 268 principals (218 males and 50 females), from which a sample of 215 (80%) was drawn using the stratified random sampling technique. Respondents of the study responded to a validated 20 – item instrument titled ‘Managing Staff Training Programmes and School Climate for Teacher Retention Scale’ (STPSCTRS), designed by the researchers, in the modified 4 – point likert scale model, with a reliability index of 0.74, obtained using Cronbach Alpha. In all, 215 sets of the instruments were administered to the respondents in their various schools 214 (99%) were retrieved, while 213 (99%) survived after coding and were used in the statistical procedures. Mean and standard deviation, were used in answering the research questions, while z-test was used in testing the hypotheses at 0.05 alpha level. Results from data analysis show that staff training programmes, and school climate are necessary for teacher retention. It was concluded that the use of staff training programmes and conducive school climate to a very high extent, determine teacher retention in secondary schools in Rivers State. Recommendations were that school principals, government and educational stakeholders should give attention to staff training programmes and school climate in their various schools.

This study intendeds to handle “Understanding about Dance class in the curriculums, and its operational cases”, and to suggest “Future Dance class”. To achieve the goal, six women P.E. teachers in Seoul and KyungSangNam-Do were asked to participate in the

This study explores solutions for the problems of the current secondary English teacher selection test in Korea. The study was performed in the form of survey including a total of 557 participants, among whom were professors teaching at the departments of English education, students majoring English education, English teachers who had taken the selection test, test-takers of the test, and public officials in charge of English education in the offices of education. The questionnaire consisted of 29 questions which were designed to elicit the participants' perception or belief about the test itself, the relationships between the test and the curricula of the department, the test-making process, and the first stage of the selectional process. Analyzing the results of the survey, the present study proposes possible solutions for the problems regarding the question types of the test, the proportions of each field of the major, the curricula of the department of English in the college of education, and the test-developing and grading process.

The present study aimed at analyzing item format, test content, and test trend in phonology and phonetics in the Korean public secondary school English teacher employment exams from 2014 to 2018 in comparison with those from 2009 to 2013. Findings of the study revealed that filling-out and restricted-response essay items have been evenly distributed on the test even though there was no extendedresponse essay item over the last 5 years. The items in phonology and phonetics were the second most frequent on the test (37.8%), followed by syntax and school grammar (57.3%), and its ratio tended to steadily increase since 2014. The frequency of test contents indicated that ‘consonants and vowels,’ ‘syllables,’ and ‘phonemes and allophones’ comprised high frequency while ‘phonological process,’ and ‘phonological rules’ has significantly decreased on the test. The new test trends linked to morphology and teaching methodology were qualitatively analyzed. Finally, problems of the current test and future direction were discussed.

본고에서는 2013년에 개편된 영어과 ‘교육공무원 임용후보자 선정경쟁시험’의 지필평가를 고찰해보고자 한다. 이를 위해 먼저 2013년 개편 이후 실시된 2014 및 2015학년도 지필평가의 주요 특징을 관련 문헌 조사를 바탕으로 파악하였다. 그리고 지필평가 문항을 유형별, 전공 출제범위별, 평가분야별, 그리고 영어교육의 세부영역별로 검토하였다. 이를 요약하면 다음과 같다. 첫째, 개편된 지필평가에서는 이전의 1, 2차 시험이 1차 시험으로 통합되었고 개편 이전의 5지선다형 대신 기입형, 서술형, 논술형을 포함하는 서답형으로 구성되었다. 또한 2015학년도부터는 영어듣기평가가 폐지되었다. 둘째, 전체 20개 문항 중 10개에 해당하는 서술형, 논술형 문항이 배점에서는 전체의 75%에 해당하는 높은 비중을 차지하였다. 셋째, 지필평가의 실시 이전에 공고되는 전공 출제범위와 실제 출제된 양상을 비교해 본 결과, 25-35%로 공지된 교과교육학의 출제 분량이 실제로는 이보다 더 높았던 경우도 있었다. 넷째, 평가분야별로 살펴보았을 때, 2014학년도에는 일반영어, 영어교육, 영어학, 영문학의 순서로 배점 비중이 높았던 반면, 영어듣기평가가 폐지된 2015학년도에는 영어교육, 일반영어, 영어학, 영문학 순서로 나타났다. 마지막으로, 영어교육 분야의 다섯 가지 세부 평가영역에서는 영어평가를 제외한 제2언어습득 및 학습이론, 영어교재론 및 교육과정, 영어평가, 영어교수법, 그리고 4기능·어휘·문법 지도 및 ICT활용지도에서 고른 분포 양상을 보였다.

이 연구는 현직 중등교사의 관점에서 입직 전 예비교사가 갖춰야 할 교직 적성과 인성 요소 간 중요도 분석을 목적으로 계층 분석적 의사결정방법(AHP)을 적용하여 경력 10년 이상의 현직 중등교사 36명으로부터 얻은 응답 자료를 분석하였다. 그 결과 첫째, 교직 적 인성 영역 중의지적 영역이 상대적으로 가장 중요한 것으로 나타났다. 둘째, 영역 내 하위요소 간 중요도 분석 결과 관계형성능력(인지 영역), 공감/포용력(정서 영역), 항상 학습하는 자세(의지 영역)등이 각 영역에서 상대적으로 가장 중요한 요소들로 도출되었다. 끝으로 전체 하위요소 간 중요도를 분석한 결과 의지적 영역의 항상 학습하는 자세, 변화에 대한 긍정적 마인드, 성실성/책임감 등이 상대적으로 가장 중요한 적 인성 요소로 도출되었다.