The purpose of this study was to explore teachers' workload and its sources from teachers' perspective. Toward the purpose, interviews with and essays written by teachers were analyzed to interpret the meaning of teachers' workload and examine the relationship between their workload and social forces. The results indicated that teachers' workload could be fully understood when amount, intensity and nature of teachers' work were considered together. Among them the nature of work centered on non-educational affairs was perceived most serious problem by the teachers. However, most of the teachers felt helpless at their situation largely made by socio-structural factors including neoliberalism, bureaucracy and authoritarianism. Such a submissive reaction of teachers interacted with the forces to contribute to sustain their predicament.
The objective of this research is significant because it derives the core competency factors that members of education communities must have in order to form warm education communities through investigating the perception of special education teachers. To achieve this, 352 special education teachers and teachers working at special education institutes were asked to record three of the most important factors out of a total of 18 factors that members of an educational community considered to be required in order to form warm educational communities. IBM SPSS Statistics 23 was used to analyze the collected data. First, in oder to examine the demographic characteristics of the educators surveyed, frequency analysis was conducted. Second, frequency analysis on the factors that special education teachers considered to be most important to form a warm education communities was conducted by teacher experience and type of education institute they worked for. When analyzing the research results of main factors that special education teachers considered to be important by teacher experience and type of education institute they worked for, responsibility was confirmed to be the most important factor. The second most important factor was communication and the third most important factor was responsibility and trust. In summary, the research confirmed that if mutual trust between the members of an education community can be established and if problems can be solved through cooperation and through open communication, and if each member of the community serves their role responsibly, a warm education community can be formed.
Purpose: Claims of malpractice and medical error are on the rise in South Korea. In this paper we argue that, in order to prevent or reduce such medical disputes, ethical education must be strengthened and an effective system for reporting medical errors must be established.
Method: The research subjects for this study were patients who complained of inadequate treatment at the emergency center of one Korean hospital between January 2006 and December 2007. The complaints of these subjects were examined in order to determine the nature and cause of the complaints, including any human factors that led to the complaints.
Result: A total 54 complaints were reported. Among these, “unkindness” was the most frequently reported complaint. In 27 (49%) of the cases, the cause of the complaint was traced to a human factor, with “lack of explanation” and “bad attitude” totally 69% of the cases. Such complaints were resolved by a variety of methods, including further explanations, apologies, reduction or exemption from the cost of treatment or asking for assistance from related departments.
Conclusion: Patients that experience medical errors tend to lose trust in the doctor-patient relationship, which hinders the resolution of such medical errors. This study emphasizes the need to strengthen ethical education and establish a proper procedure for reporting medical errors in order to prevent and resolve medical error and the disputes to which they give rise.
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