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Purpose: The purpose of this study is to provide basic data for a more reasonable health teacher placement policy sending teachers to more appropriate sites, by analyzing the change process of the health teacher placement standards and the problems caused by an unreasonable placement policy. Methods: This study mainly analyzed relevant research data and existing studies focusing on a literature analysis.Results: To date, the placement policy for health teachers has changed, going through expansion, reduction, and retrogression, since its establishment. The standard, placing health teachers only in elementary schools with more than 18 classes, was created in 1952. Despite the expansion of the role of health teachers and the revision of the school health law in 2007, this standard has been applied to date without modification. In the meantime, there have been many problems caused by inappropriate placement of health teachers. It was difficult for health teachers in large schools to carry out proper health education; and, in many schools, passive health management, such as first aid, health tests, and student health management, was mainly executed rather than active health management. Students in small schools were not even given an opportunity to receive health education and health management owing to the absence of health teachers. Also, compared to teachers teaching other subjects, health teachers have had very unfair placement standards. Conclusion: The placement policy for health teachers, which has been applied to the present, has never reflected social change, the increase of student health issues, and the demand from the school area. Although the role of health teachers expanded with the execution of health education, the current placement standards for health teachers are very unreasonable. Accordingly, it is necessary to review the health teacher placement policy in a reasonable manner and to revise the standards considering the reality.

Purpose: Health management programs should provide comprehensive health services for students and staffs at schools. Health management programs are critical for helping students become adults with physically, mentally, and socially good health conditions. The aim of this study was to identify the past and present history of health management programs and health laws to help schools develop future health plans. Methods: This study was conducted by analyzing reference data collected using data from Ministry of Education and Science Technology, Korean Educational Development Institute, Korea Centers for Disease Control and Prevention, and National Statistical Office as well as legal documents from the Legislative Office related to school health from 2001 to 2010. Results: Health management programs in schools included three sections: disease prevention and control, physical examinations, and prevention of communicable diseases. Disease prevention and controls consisted of obesity control, drug abuse prevention and control,and management of students’ mental health. Various strategies and services were developed to improve health status of students for 10 years from 2001 to 2010. School health laws and systems have been established for disease prevention, physical examinations and communicable disease control as well, to improve students’ health as well. Conclusion: The history of health management programs has a number of implications to help design future plans for school health programs and services for students and staffs.

Purpose: Elementary schools are regarded as the best community setting for implementing obesity prevention programs and health teachers (HTs) are the main health professionals who can provide obesity prevention services. However, there is insufficient information on the actual conditions of school-based obesity prevention/ management programs in Korean elementary schools. The purpose of the study was to investigate the actual conditions of school-based obesity prevention/management programs, perceived and experienced by elementary school HTs, which may provide basic data for developing effective and sustainable programs for early childhood. We investigated (1) HTs' ratings on the program’s importance, the confidence in the program’s implementation, and the factors associated with the program’s success (2), the correlates of the importance and confidence levels (3), the program’s effectiveness and the factors associated with its sustainability, which were evaluated by HTs, and (4) the correlates of the effectiveness levels. Methods: The participants, 147 HTs working for elementary schools in Seoul were asked to fill out self- administrated questionnaires through mail. Results: The participants’ rate on the program’s importance was 7.1 on average (0~10 scale) and that on the confidence in the program’s implementation was 6.2 (0~10 scale). Moreover, > 25% of the participants reported student and parent participation as a factor associated with the program’s success. Of the total participants, 45.6% reported they had actually experienced the program, giving 4.8 points (0~10 scale), on average, in the evaluation of the program’s effectiveness and > 22.0% of the participants regarded student and parent participation as a factor associated with the program’s sustainability. The HTs' confidence in the program’s implementation was a strong correlate of the effectiveness evaluated by HTs. Conclusion: School-based obesity prevention/management programs tend to be highly prioritized by HTs in elementary schools. To implement an effective obesity program in elementary schools, educational support for HTs is needed in order to enhance their confidence levels on the program’s implementation.

Purpose: The purpose of this study was to develop a safety education system and its contents for technical high schools including textbooks and instruction manuals for teachers. Methods: Reference materials and surveys were both employed in the study. Basic theory and relevant contents were estimated. The contents of safety education included in the current curriculum in technical high schools were evaluated and the laws and regulations related to safety education in such schools were analyzed by researching references. In addition, the status of safety education in technical high schools and the demand for safety education were reviewed. Results: The goal of safety education has been established based on the status and theory of the estimated safety education, The goal was classified into an overall goal and sub-goals, setting five areas of safety education. Furthermore, the contents of safety education, total 17 hours per year for each grade, were organized into 20 content goals and 47 activity elements. These activity factors of safety education has been systemized by grade. Conclusion: All technical high-schools need to carry out safety education based on the contents related to safety education. The operation of this systematic safety education will be more efficient and effective than the current system and the knowledge, attitude, and behavior regarding safety at technical high schools are expected to undergo positive changes. Moreover, the result from this study will contribute to the establishment of various policies for safety education in technical high schools.

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

Purpose: The purpose of this study was to examine the relationship between body image, weight-control self-efficacy, and body mass index of high-school girls. Methods: Body image, gender role identity, weight-control self-efficacy, and body weight control behavior were measured by structured questionnaires. Date were analyzed by descriptive statistics, the t-test, the one- way ANOVA, and Pearson correlation, using the SPSS program. Results: Body weight control behavior was positively correlated with weight-control self-efficacy and objective body mass index. Body weight control behavior showed significant differences according to the interest in weight control, current weight control effort, reasons for weight control, secret method for weight loss, eating breakfast or not, and the amount of time exposed to mass media. In regard to the body weight control behavior according to the gender role identity type, the androgynous showed significantly higher tendency than other types. Conclusion: These findings suggest that health providers need to educate high-school girls about appropriate body image and weight control behavior. Also, more studies are needed to identify factors influencing weight control behavior.