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Teachers are prone to burnout problems due to the nature of their jobs. Teacher burnout is a very serious educational problem in the field of education, and the problem is gradually getting worse. The problem of teacher burnout negatively affects not only the individual teachers but also the overall educational organization. Teacher burnout has a negative correlation with teacher efficacy, teacher enthusiasm, and job satisfaction. These negatively affect classes, school climate, and school culture. In addition, the problem of teacher burnout may lead to the disintegration of the school organization by increasing teachers' departure from teaching. Thus, the teacher burnout problem acts as a hindrance to the effective functioning of the school organization. Ultimately, it has negative consequences for the achievement of educational goals. Therefore, in order to lead an effective school organization, it is necessary to systematically diagnose the problem of teacher burnout, management, and measures are needed to improve it.

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This study analyzed the longitudinal relationship between discussion/debate activities and creativity using data from the 2nd and 5th years of the Busan Education Longitudinal Study (BELS) 2016. Descriptive statistics and correlation analysis for each variable and autoregressive cross delay models were analyzed using longitudinal data for 4 years from 5th grade to 2nd grade of middle school of 2,359 students in Busan. As a result, first, there was a positive correlation between discussion/debate activities and creativity. Second, discussion/debate activities and creativity were stable over time. Third, the discussion/debate activity for the previous time point had a significant positive effect on the creativity for the next time, and it was found that the creativity for the previous time point also had a significant positive effect on the discussion/debate activity for the next time point. Thus, when the longitudinal relationship between discussion/debate activity and creativity was analyzed, it was found that there was a positive influence relationship in both directions. Based on this, the following were suggested. First, it is necessary to continuously present various types of discussion/debate activities to students in the educational field. Also, it is necessary to develop and disseminate various teaching and learning strategies for developing students' abilities. Second, it is necessary to maximize the effect by strengthening the virtuous cycle structure based on the continuous positive influence between discussion/debate activities and creativity. In addition, in the development and dissemination of various teaching and learning strategies, it should be possible to continuously strengthen their virtuous cycle structure and increase its effectiveness.

Objectives The purpose of this study is to eradicate school violence by identifying how effectively school violence prevention education and programs are preventing school violence. Also, by comparing and analyzing how the differences in school violence prevention education and program effects by school grade, I tried to present an effective education method for each school grade. Methods Accordingly, descriptive statistics, correlation analysis, and multiple regression analysis were performed using edudata of EDSS for the past two years. Multiple regression analysis is a statistical method that reveals how each independent variable affects the dependent variable and which model is most suitable to explain the dependent variable. By performing multiple regression analysis, it was suggested how various types of school violence prevention education in the school field affect the occurrence of school violence. Based on this, those differences by school grade were compared and analyzed. Results As a result, it was found that various types of school violence prevention education conducted at school field had statistically significant explanations for school violence. However, the explanations were very small, about 1.3% to 1.7%. As a result of comparative analysis by school grade, the influence was the lowest in middle school, the influence was small in 1% in elementary school, and it was 3.9%~8.7% in high school, showing a relatively high influence compared to other school grade. In addition, only in high school, among the various types of school violence prevention education, only regular and irregular subject classes school violence prevention education were effective. Moreover, some school violence prevention education programs using peer relationships showed side effects that increased the incidence of school violence. Conclusions Therefore, it was suggested that innovative changes to current school violence prevention education should be sought, and that more effective measures for school violence prevention education should be prepared.