DACUM Job Analysis on Elementary Health Teachers' Roles

PURPOSE: The aim of this study was to identify the roles, duties and tasks of elementary health teachers. Required knowledge, skills, and worker behaviors were also examined. METHODS: Elementary health teachers' jobs were analyzed by DACUM workshop. First, the health teachers' roles and related jobs were described, and then the jobs were divided into duties and subordinate tasks. The identified roles, duties and tasks were reviewed and refined, and then were organized in a DACUM chart. DACUM committee members discussed not only general knowledge, skills and work behaviors but also future trends and concerns. RESULTS: The DACUM chart for elementary health teachers consisted of 8 duties and 52 tasks. Required knowledge, skills and worker behaviors were also listed. CONCLUSION: Elementary health teachers play roles as health manager, health care provider, and teacher in school. Their roles, duties and tasks are being changed. Thus, their jobs need to be redefined legally, politically, and institutionally.

Development of a Teacher-Efficacy Scale for Health Education Teachers

PURPOSE: This study was conducted to develop a teacher-efficacy scale which is adequate for heath education teachers. METHOD: A preliminary questionnaire was made based on the hypothetical factors. A total of 364 health education teachers answered to the preliminary test, and the potential factors of teacher-efficacy were checked out by exploratory factor analysis (EFA). In the main test 378 health education teachers answered, the factor structure was drawn by EFA, and confirmatory factor analysis (CFA) was conducted to test and the fitness of the factor model. RESULTS: Through the preliminary test, 5 potential factors were found, which were instruction, health-service, administrative task, interpersonal relationship, and community connection. Also, 48 items were reduced to 31 items. Through the main test, from the 34 items were extracted 4 factors with 24 items, And then teacher-efficacy scale was developed, which included the subscales of instruction efficacy, health-service efficacy, task-interpersonal efficacy, and community connection efficacy. CONCLUSION: Different from that for other subject teachers, the factor structure for health teachers had 4 factors with 24 items. The scale developed in this study is consistent with health teachers' work areas, and for this reason, has significance as a adequate and valid scale to measure teacher-efficacy of health education teachers.