The study is designed to grasp school adminstrators' attitudes toward school health education and practices of school health education and to analyse relationships between characteristics of school adminstators and their attitudes to school
health
education and between their attitudes and practices of school health education in elementary and secondary schools, so that it may offer the basic materials for improving the school health education.
This study was obtained from 740 school administrators all over the country, who have attended Certification Training of Elementary and Secondary Principal opened at Korean National University of Education from July, 1, 1991 to August 9, 1991.
@ES The results are summarized as follows :
@EN 1. School administrators' attitudes toward school health education
1) As for view of health education, those who believed that health is the means of education was 36.2%.
2) In methods of school health, those who want regular health education was 75% ; irregular health education 25%.
3) As for attitudes of those chose irregular health education as methods :
(1) In teaching hours, the morning an afternoon class meetings was highest 50.8% of whole.
(2) In teaching staffs, home room teacher was 51.9% : school nurse 34.8%.
(3) In frequency of irregular health education, 1-2 times a week was 38%, 1-2 times a month 32.6%, 1-2 times a semester 11.8%.
(4) As for teaching methods of irregular health education, practice through the health function showed higher frequency than other methods
4) As for attitudes of those chose regular health education as teaching methods :
(1) Most of respondents had opinion that regular health education should be carried out by the subject of physical education in both elemetary and secondary schools.
(2) Opinion that school nurse should be in charge of regular health education was a little higher than other ones.
(3) More than a half of the whole thought that 1-2 hours a month was suitable for carrying out regular health education.
(4) Therr-fourth of those who wanted regular health education chose the using of audiovisual material as a teching method.
(5) Curriculum recommended first by respondents for the school health education were personal habits and health, prevention and control of disease, mental and emotional health etc.
(6) As for impedimental factors in the development of school health education, it was shown as following order : the lack of professional health education instructors, the lack of budget and administrative support, the lack of instructional
materials
and instruments etc.
2. Practices of school health education by school administrators :
1) School health education was not executed in 20.8% of total school.
2) The execution rate of regular health education in the school was 60.1% the rate of irregular health education was 39.9%.
3) Half of school in which irregular health education were carried out used morning and afternoon class meetings as teaching time.
4) Each execution rate of home room teacher and school nurse to the health education was 48.5% and 35.5%, respectively.
5) The frequency of irregular health education was as follows : 1-2times a month 39.5%, 1-2 times a week 28.5%, 1-2 times a semester 24.4%, once a day 7.5%.
6) As for tecahing method of irregular health education, group teaching(41.7%) was higher than other methods.
7) In most schools, regulr health education has been taught through the physical education class.
8) Execution rate of school nurse in the regular health education was more than a half, compared with other teaching staffs.
9) 46.7% of school which carried out the regular health education made use of 1-2 times a month.
10) As for educational relationship between school and community health agencies, 39.8% of school was not in contact with health agencies.
3. The effect which school administrators' characteristics have taken on the school health education :
1) The variables of school administrators characteristics which had an effect on the school administrators' attitudes to the health education were school nurse(B.1554), health practice(B=.1438), health education training(B=.0693). These
variables
were
significant in the level of 1% and explanatory variance level was 15.54%.
2) The variables which had an effect on the teaching methods of school health education were school nurse(B=3529), health status(B=.1278), health practice(B=.1151), class level(B=.1081). These variables were significant in the level of 1% and
explanatory variance level was 10.72%.
3) The variables which had an effect on frequency of the irregular health education wrer health practice(B=.3833), school nurse(B=.3407), health status(B=.2883). These varibles were sihnificant in the level of 1% and explanatory variance level
was
35.42%.
4) The variables which has an effect on frequency of the regular health education were health practice(B=.3842). health status(B=.2292), school nurse(B=.1845), health education training(B=-.0654). These variables were significant in the level of
1% and
explanatory variance level was 23.48%.
4. The effect which school administrators' attitudes t the health education has taked on the practices of school health education :
1) The variables of school administrators' attitudes which has an effect on the practices of school health education were theaching method of health education(T=6.407), frequency of the regular health education(T=-5.505), frequency of irregular
health
education(T=-2.448). These variables were significant in the level of 1% (TMHE, FRHE) and 5% (FIHE), and explanatory variance level was 29.891%.
2) The variables of school administratior' attitudes which had an effect on the instructional method of health education were frequency of health education(T=11.009), teaching method of health education(T=10.261), frequency of regular health
education(T=6.866). These variables were significant in the level of 1% and explanatory variance level was 72.36%.
3) The variables of school administratior' attitudes which had an effect on the instructional hours of irregular health education were frequency of irregular health education(T=11.303), frequency of regular health education(T=6.331), teaching
method of
health education (T=2.326). These variables significant in the level of 1% and explanatory variance level was 54.70%.
4) The variables of school administrators' attitudes which had an effect on instructional hours of regular health education were frequency of regular health education(T=12.193), teaching method of health education(T=8.400), friquency of
irregular
health education(T=6.238). These variables were significant in the level of 1% and explanatory variance level was 62.97%.
To synthesize and interpret all the above-mentioned results, we come to the conclusion that desirable characteristics of school administrators' had an effect on positive attitudes of school administrators to the health education, and in turn,
positive
atitudes hand an effect on the desirable execution of the health education in the school.
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