공채와 경채 간 입직 경로 차이에 따른 개인가치 부합성 및 전문성에 미치는 영향성 분석 연구: 공무원의 조직지원인식 및 인적자원개발활동 선행요인을 중심으로

강나율,이지안,유정환,박성민 연세대학교 사회과학연구소 2022 社會科學論集 Vol.53 No.2

The professionalism of a public official is one of the key factors that contribute to the competence of the individual and even to the improvement of the performance of the organization. As administrative demands, which were monotonous and predictable in the past, become more variable and diverse, there is more concern for the professionalism of public servants and public officials than ever before. The public service society of our country has been criticized for its difficulty in accumulating professionalism due to the circular system of maintenance under the hierarchy. Therefore, by introducing an open recruitment system such as a professional position system applying elements of a job classification system, diversification of employment route is carried out to ensure the professionalism of the public service society. According to previous studies, it is unclear whether the open recruitment system actually enhances professionalism, and rather, it can be seen that when the paradigm of state administration was changing from bureaucracy to governance, the ability as a generalist was also considered as a field of professionalism. In the end, the concept of professionalism cannot be considered only determined by the line of recruitment, but shows that strategic human resource management and human resource development are needed to continuously improve the professionalism of public officials who contribute to the public service society. Based on the awareness of the problem, this study aims to examine whether there are differences between open competitive recruitment officials and career competitive recruitment officials in their approach from the perspective of strategic human resource management in order to improve the professionalism of public servants. Specifically, this study seeks to identify how the level of awareness of organizational support and human resource development activities affects person-job fit(P-J fit), person-organization fit(P-O fit) and professionalism. In addition, in relation to the impact of organizational support and human resource development activities on professionalism, we will examine whether person-job fit(P-J fit) and person-organization fit(P-O fit) have a mediating effect. In this study, in order to identify empirically the assumptions made through theoretical discussions and previous studies investigations, t-test analysis, structural equation modeling(SEM) analysis, multi-group analysis, and mediation analysis are conducted. Based on the results of the analysis, theoretical and policy implications for strategic human resources management are proposed to enhance the professionalism of exam-based servants and career-based servants.

의학 직업전문성의 특성과 실천 원리

황은영,양은배,Hwang, Eun Young,Yang, Eunbae B. 연세대학교 의과대학 2010 의학교육논단 Vol.12 No.1

It is the most important thing at present for physicians to posses the qualification of medical professionalism. A lot of medical schools have made all-out efforts to develop leaders of medicine, who will be able to meet the needs of medical professionalism in this complex medical environment. The purpose of this study is to review the cognitive base of medical professionalism leading the curriculum development of medical professionalism. The discussion of medical professionalism started in the 20th century. During the 1960s, there were attempts to reshape the concepts and attributes of medical professionalism. The government began to intervene in the autonomy of physician and the self regulation policy of medical society in 1970s. Physician may be asked to play as a healer and professional (what?) during their medical practice. The fundamental role of healer such as care, compassion, honesty, integrity, confidentiality, ethical behaviors, and respect with patients were nothing fresh to tell even though the age was changed. The attributes of professional which are physician's autonomy, self regulation, teamwork, and responsibility to society has been changed dramatically over the past five decades. In general, medical educators agreed that professionalism is demonstrated through a foundation of clinical competence, communication skills, and ethical and legal understanding, upon which is built application of the principles of professionalism: excellence, accountability, altruism, and humanism. If physicians fail to show professionalism in society, they will confront the crisis which can be under the government control. The only way to keep their autonomy is to practice medical professionalism. So far today, medical schools have laid more stress on competence than value standards in educational systems and it was restricted for medical students to learn the value standards for medical practice. To understand and practice the medical professionalism, it is the most realistic way to solve the complicated medical problems.

교사전문성에 대한 재고: 교직특성 및 교사의 탈전문화에 대한 교사 인식 분석을 중심으로

허주(Hur Ju) 한국교원교육학회 2019 한국교원교육연구 Vol.36 No.1

근래의 교육개혁 담론과 교육정책에서 교사와 교사전문성은 정책의 목표 달성을 위한 수단과 방법이 되고 있다. 이로 인한 전문가로서 교사에 대한 신뢰 문제가 제기되고 교사의 탈전문화 문제도 지적되고 있다. 하지만, 교사전문성의 개념과 의미에 대한 실증적 연구는 부족한 실정이다. 본 연구에서는 전문성의 개념에 대한 이론적 탐구와 교직특성 및 탈전문화에 대한 교사의 인식을 통해 교사전문성의 개념은 어떻게 형성되는지, 교사는 교사전문성에 대해 어떻게 인식하고 있는지, 그리고 교사전문성이 어떠한 의미를 갖는지 알아보고자 하였다. 연구결과 교사전문성을 특성론적 관점에서 이해하는 것은 부분적이고 제한적이며, 교사전문성은 이해관계자의 역할과 관계를 함께 이해하는 것이 타당하다는 결론을 얻었다. 그리고 설문조사를 통해 교사들은 교직의 전문적 특성이 가치체계의 형성과 유지 및 발전의 기능이 있다고 인식하나, 이러한 기능이 제대로 작동되고 있지 못하다고 인식하고 있음을 확인하였다. 또한, 교사전문성 개념이 위로부터의 전문성으로 형성되어 있고, 이해관계자인 정부, 교사, 학생 및 학부모의 관계가 균형적이지 못하다는 결과를 얻었다. 마지막으로 교사전문성에 대한 내적요인과 외적요인의 인식 차이가 있음을 확인하였고, 이를 통해 교사가 전문성에 대해 이념적 의미부여를 하고 있음을 간접적으로 확인하였다. 그리고 균형적 관계를 위해서는 교사 자율성이 있어야 함을 확인하였다. 이러한 연구결과는 교사전문성을 관계성(relation)의 측면에서 이해해야 함을 의미한다. 즉, 교사전문성에 대한 역할과 책임이 교사에게만 있는 것이 아니라 정부, 학생 및 학부모, 연구자 등의 교육 관련 이해관계자 모두에게 있는 것이다. Recent discussions and policy regarding education reform treat teachers and teacher professionalism as methods and tools for achieving the policy goals. With an emphasis on teacher professionalism and interlocking with efficiency of education and accountability of teachers, teachers are forced to reach specific targets and evaluated. Behind this is the disciplinary mechanism of professionalism which could cause deprofessionalization of teachers. This study explored the concept of professionalism, and based on teachers’ perception of teacher trait and deprofessionalization tempted to identify how teachers conceptualize professionalism, how teachers understand the formation of the concept, and what the concept means. The study results show that trait theory based understanding of teacher professionalism is limited and partial, and in knowledge-based society teacher professionalism needs to be conceptualized by understanding the roles and relations among the stakeholders of education and teacher professionalism. In addition, the analysis of the survey show that Korean teachers conceptualize the function of professionalism as stability and developing of social system, but recognize that it malfunctions. Moreover, it is found that teacher professionalism is formed primarily from above(externally) and the relations among the stakeholders are imbalanced. This is partly because teachers connotate ideological meaning to professionalism and mostly because limited teacher autonomy which is the key for balanced relations among the stakeholders. These results imply that teacher professionalism needs to be understood and dealt from a relations approach. In other words, roles and responsibilities of teacher professionalism is not only with the teachers but also shared by stakeholders of education, such as government, students and parents, and researchers.

체육수업 전문성에서 학교체육 전문성으로: 초등체육교사 전문성 개념의 외연 확장

박용남,윤기준 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

There is a widespread agreement that teachers’ professional development is one of the most decisive factors in enhancing the quality of physical education in elementary schools. There has been a clear tendency that teacher training programmes and teacher learning communities place an importance on the development of elementary school teachers’ physical education lesson professionalism. We do have a concern, however, the tendency that teaching practices and demonstration abilities indicating physical education lesson professionalism is regarded as the physical education professionalism. There has been a strong demand that a range of physical activities in school context should be offered to pupils. Thus, the purpose this study is to suggest the need to expand elementary school physical education teachers’ professionalism from physical education lesson professionalism to school physical education professionalism. In order to make this suggestion logical, comprehensive school physical activity program (CSPAP) and the second basic plan for school physical education promotion proposed by Ministry of Education in 2018 were examined. The findings clearly indicate that both approaches emphasize the importance of offering extra-curricular physical activities and school-community connection. We conceptualize physical education professionalism as a whole-of-school competency of designing, managing and evaluating physical activity programmes that every elementary school teachers need to develop. Developing a range of formal and informal professional development programs and exploring the nature of school physical education professionalism were suggested as future research. 지금까지 체육직무연수, 체육교과연구회, 체육교사학습공동체 등 초등체육교사들의 전문성 개발을 위한 노력들이 체육수업 한 곳에 집중되어왔다. 학생에게 양질의 신체활동 참여 기회를 제공하기 위해 필요한 실기능력과 교수능력, 즉 체육수업전문성이 초등체육교사 전문성으로 취급되고 되고 있다. 그러 나 최근 바뀐 학교체육 지형은 학생들에게 정규 체육수업 외 다양한 신체활동 기회 보장을 요구하고 있 다. 이에 본고는 초등체육교사 전문성의 개념을 체육수업 전문성에서 학교체육 전문성으로 확장할 것을 제시하기 위한 목적으로 작성되었다. 주장의 근거 마련을 위해 국제적으로 주목 받고 있는 포괄적 단위 학교 신체활동 프로그램(CSPAP)과 「제2차 학교체육진흥 기본 계획」을 검토하였다. CSPAP와 학교체육 진흥 기본 계획 모두 정규 체육수업 외 학생의 신체활동을 장려하기 위한 정과 외 신체활동 프로그램 운영과 지역사회 연계를 강조하고 있다. 이러한 총체적 시각의 학교체육 정책은 교육과정 시간 내외, 학교 공간 안팎에서 학생들에게 제공되는 모든 신체활동 프로그램을 기획, 지도 및 관리할 수 있는 능 력을 교사들에게 요청하고 있다. 즉 초등교사는 정과 체육과 정과 외 신체활동을 효과적으로 계획, 실 천, 평가할 수 있어야 하며 이 과정에서 요구되는 행정 지원 업무 능력을 갖추어야 한다. 본고에서는 이 와 같은 능력을 학교체육 전문성으로 정의하고자 한다. 학년별 학교스포츠클럽리그 운영, 학급 교육과 정 중심의 틈새신체활동, 모든 교사가 함께 단위학교 교육과정을 수립하는 민주적 학교문화 등 최근 현 장의 분위기 역시 단위학교 신체활동 프로그램의 계획과 실천에 모든 초등교사들의 학교체육 전문성 함 양을 요구하고 있다. 제언에서는 초등체육교사의 학교체육 전문성을 개발하기 위한 다각도의 실천적 노 력과 구체적인 학교체육 전문성의 요소와 개발 방안을 마련하는 후속 연구 수행을 제안하였다.

유치원 교사의 수업전문성과 전문성지원환경간의 관계

윤진주 ( Jin Ju Youn ) 한국아동교육학회 2015 아동교육 Vol.24 No.2

본 연구의 목적은 유치원 교사를 대상으로 그들의 관련변인에 따라 수업전문성 차이를 알아보고, 수업전문성과 전문성지원환경간의 관련성을 검증하는 것이다. 연구대상은 전북지역 유치원 교사 202명으로, 연구도구는 유치원 교사의 수업전문성 측정도구(윤진주, 김지영, 2012)와 전문성지원환경 측정도구(이금란, 2004)를 사용하였다. 자료분석은 t-test, 일원변량분석과 Dunncan 사후검증, Pearson의 적률상관분석, Stepwise 방식에 의한 다중회귀분석을 하였다. 연구결과는 다음과 같다. 첫째, 수업전문성은 교사의 경력과 연령, 기관유형과 담당유아연령에 따라 통계적으로 유의미한 차이가 있었다. 둘째, 수업전문성과 전문성지원환경간에는 정적인 상관관계가 있었다. 셋째, 수업전문성에 미치는 전문성지원환경 중 가장 유의미한 영향 요인은 ‘교사와 유아에 대한 기대’이었다. 본 연구는 유치원 교사의 수업전문성을 독립적으로 다루었다는 점에서 그 의의가 있지만 앞으로는 그들의 수업전문성을 증진.유지시킬 수 있는 방안과 수업전문성에 영향을 미치는 여러 환경에 대한 영향들을 다각적인 측면에서 살펴보아야 할 것이다. The study is focused on how a kindergarten teachers`` teaching professionalism and teaching professionalism level are affected by teachers`` variable factors. Also, the study investigated the relationship between teaching professionalism and professionally supported environment.This study selected similar influential factors via certification process how professionally supported environment could affect kindergarten teachers`` teaching professionalism. Subjects were 202 kindergarten teachers`` in Jeonbuk and the measurement used for the study were "The kindergarten teachers`` teaching professionalism (by Jin-ju Youn and Ji-young Kim, 2012)" and "The professionally supported environment (by Kum-larn Lee, 2004)". The results are followings: First,teaching professionalism showed statistical differences based on teachers`` experience and age, type of teaching organization and kindergartener``s age. Second, there were positive relationship between teaching professionalism and professionally supported environment and especially showed close relationship with professionalism of teaching environment. Third, the most important influential factor for teaching professionalism was expectancy for teacher and preschooler. This study is important that it selected kindergarten teachers`` teaching professionalism and showed how important the organization should offer professionally supported environment to improve kindergarten teachers`` teaching professionalism.

유아교사 전문성 개념에 대한 탐색: 양성과정 내 관련 교과목 교재 및 교사 인터뷰를 중심으로

연희정,송주은,김은주 한국영유아교원교육학회 2014 유아교육학논집 Vol.18 No.4

This study aimed to propose a solution to improve the professionalism of infant teachers by exploring it through an analysis on the teaching materials for relevant curriculum subjects of a fostering program and interviews with teachers. The results of collection and analysis of the data from the 18 books of teaching materials used in the 'Infant Teacher Theory' class and focus group interviews with 12 teachers showed that, for the professionalism of infant teachers, 'controversy for professionalism', 'understanding of professionalism concept', 'formation and execution of professionalism' and 'professionalism enhancement' appeared separately in the teaching materials utilized at the teacher fostering stage. For the professionalism concept through interviews, 'teachers who teaches well', 'teachers who works well', 'teachers who loves children', 'teachers who has have good sociality' and 'teachers who loves the vocation' appeared. From the comprehensive view on the concept of professionalism, the professionalism of infant teachers revealed during the fostering program was similar to that of teachers. Classroom teachers say that infant teacher is an professionalized vocation equipped with professionalism for infants, but there exists social awareness that infant teacher is a semi-professional vocation equipped with necessary and sufficient conditions because of the distinct characteristics that it is for infants. Therefore, in order to get for the infant teacher's professionalism to be recognized in the controversy related to infant teacher's professionalism, they replied that taking care of infants, in other words, infant-caring, needed to be reinterpreted from the stage of teacher fostering program. 본 연구는 유아교사의 전문성을 양성과정 내 관련 교과목 교재 분석 및 교사 인터뷰를 통해 탐색해 봄으로써 유아교사의 전문성 제고 방안을 제시하는 것을 목적으로 한다. ‘유아교사론’ 수업에서 사용되는 교재 18권 및 포커스 그룹 인터뷰 12명을 대상으로 자료를 수집·분석한 결과 교사양성단계에서 활용되는 교재에서는 유아교사 전문성에 대해 ‘유아교사 전문성 개념 이해‘, ’유아교사 전문성의 형성과 실행‘, ’유아교사 전문성의 발달‘, ’유아교사 전문성에 대한 논란‘으로 구분되어 나타났으며, 인터뷰를 통한 전문성 개념은 ‘수업 잘하는 교사’, ‘일 잘하는 교사’, ‘아이를 사랑하는 교사’, ‘관계성이 높은 교사’로 나타났다. 전문성에 대한 개념을 종합해서 살펴보면 양성과정에서 드러난 유아교사 전문성은 교사 전문성 개념과 유사하였으며, 현장의 교사들은 유아교사를 유아에 대한 전문성을 지닌 전문화된 직업이지만 유아를 대상으로 한다는 특수성 때문에 전문직의 필요충분조건을 갖춘 준전문직이라는 사회적 인식이 존재한다고 했다. 이를 종합해볼 때, 유아교사 전문성과 관련된 논란을 해결하고 전문성을 인정받기 위해서는 아이를 돌보는 일을 포함한, 광의의 개념을 가진 ‘돌봄’에 대한 재해석이 요구됨을 알 수 있었다.

유아교사의 조직몰입과 직무만족도가 수업전문성에 미치는 영향

배동화(Bae donghwa),서현아(Seo hyunah) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.22

본 연구는 유아교사의 조직몰입과 직무만족도가 수업전문성에 미치는 영향을 알아보기 위한 목적에서 수행되었다. 이를 위해 P시에 소재한 유치원 15곳과 어린이집 20곳에 재직중인 유아교사 359명을 대상으로 자료를 수집하였고, 수집된 자료는 회 귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 첫째, 유아교사의 조직몰입, 직무만족도, 수업전문성에 대한 일반적 경향성을 확인한 결과 조직몰입에서는 정의적몰입이 가장 높게 나타났고, 직무만족도는 직무자체 특성이 가장 높으며, 수업전문 성은 수업내용이 가장 높은 것으로 확인되었다. 둘째, 둘째, 조직몰입, 직무만족도,수업전문성간의 관계를 확인한 결과 유아교사의 조직몰입과 직무만족도, 조직몰입과 수업전문성, 직무만족도와 수업전문성은 각각 정적 상관을 가지고 있는 것으로 확인되었다. 셋째, 셋째, 유아교사의 조직몰입과 직무만족도가 수업전문성에 미치는 영향을 확인한 결과 조직몰입과 직무만족도가 수업전문성에 유의미하게 영향을 미치는 것으로 확인되었다. 넷째, 넷째, 유아교사의 조직몰입과 직무만족도의 하위요인 이 수업전문성에 미치는 영향을 분석한 결과 모든 하위 변인이 수업전문성에 통계적으로 유의하게 영향을 미치는 것으로 확인되었다. 본 연구결과를 통하여 유아교사의 수업전문성을 함양하기 위하여 유아교사가 조직에 몰입할 수 있도록 배려해야 할 필요가 있음을 알 수 있다. The purpose of this study was to examine the influence of the organizational commitment and job satisfaction of early childhood teachers on their instructional professionalism. Data were gathered from 359 early childhood teachers who worked in 15 kindergartens and 20 daycare centers that were located in an urban community. The collected data were analyzed by making a regression analysis. The findings of the study were as follows: First, as a result of verifying the pervasive trends in the organizational commitment, job satisfaction and instructional professionalism of the early childhood teachers, affective commitment was strongest in terms of organizational commitment, and regarding job satisfaction, the characteristics of job itself were ranked first. As for instructional professionalism, professionalism in the content of instruction was the best. Second, as a result of verifying the relationships of their organizational commitment, job satisfaction and instructional professionalism, there were positive correlations between organizational commitment and job satisfaction, between organizational commitment and instructional professionalism and between job satisfaction and instructional professionalism. Third, as a result of verifying the impact of the organizational commitment and job satisfaction of the early childhood teachers on instructional professionalism, organizational commitment and job satisfaction exerted a significant influence on instructional professionalism. Fourth, as a result of analyzing the influence of the subfactors of the organizational commitment and job satisfaction of the early childhood teachers on instructional professionalism, every subvariable had a statistically significant impact on instructional professionalism. The findings of the study illustrated that in order to foster the instructional professionalism of early childhood teachers, it s needed to be considerate about them so that they could commit themselves to their organization.

영화제작 인력의 예술가로서의 정체성이 전문성과 업무자율성에 미치는 영향: 2014-5년도 주요 활동 영역(독립영화 Vs. 상업영화)의 조절효과 분석을 중심으로

이희진 한국영화학회 2018 영화연구 Vol.0 No.76

This study is based on the SEM model of Korean film crews’ artistic identity, job autonomy and professionalism. Key details identified in the data analysis are summarized as follows. First, the level of artistic identity and professionalism are slightly above the middle level of a scale, and the job autonomy is slightly below the positive assessment standard. In job autonomy, there are no significant differences between the two groups (feature film crews, independent film crews). However, although the artistic identity is significantly higher among independent film crews than that of feature film crews, the professionalism is higher among feature film crews. Second, the artistic identity has a positive effect on the job autonomy, and job autonomy also has a positive effect on the professionalism. However, The artistic identity and professionalism show a negative correlation. Third, among independent film workers, the artistic identity has no significant effect on their professionalism. Both direct effect are significant(artistic identity➝ job autonomy; job autonomy➝professionalism). The mediating effect of job autonomy is significant(artistic identity➝job autonomy➝professionalism). Fourth, among feature film workers, the artistic identity has no significant effect on their professionalism. Both direct effect are significant(artistic identity➝job autonomy; job autonomy➝professionalism), however, the mediating effect of job autonomy is not significant(artistic identity➝job autonomy➝professionalism) unlike that among independent film people. Fifth, although the artistic identity does not directly affect the professionalism in both groups, it shows that the perfect mediation effect of the job autonomy positively influences their professionalism. Lastly, it is proved that the direct effect of the artistic identity on job autonomy is far more influential in independent film crews than in feature film crews. The different aspect is found between the two groups and the moderating effect is proved empirically. In identifying the direct and indirect effects of the artistic identity on professionalism and work autonomy, it is confirmed that the validity of the analysis that reflects the moderating effects of major activity areas. Based on the main findings, practical implications are discussed. 본 연구는 영화산업에서 활동하는 영화제작 인력(402명)을 대상으로, 이들의 예술가로서의 정체성’, ‘업무자율성’ 그리고 ‘전문성’의 인과관계를 구조모형분석(SEM)에 기초하여 실증적으로 규명한 연구이다. 자료분석을 통해 밝혀진 주요 내용을 요약정리하면 다음과 같다. 첫째, 예술가로서의 정체성과 전문성은 척도의 중간수준(3점)을 약간 상회하였고, 업무자율성은 긍정적인 평가기준(4점)에는 다소 못미치는 수준이었다. 업무자율성에서는 두 집단(상업영화집단, 독립영화집단) 간에유의한 차이가 없었다. 그러나 예술가의 정체성은 상업영화 영역보다 독립영화 영역에서 주로 활동하는 응답자들이 유의하게 높았지만, 전문성은 이와 대조적으로독립영화 영역 보다는 상업영화 영역의 응답자들이 더 유의하게 높았다. 둘째, 전체응답자들을 대상으로 연구모형을 분석에서, 예술가의 정체성은 업무자율성에 긍적적인 영향을 주었고, 업무자율성은 전문성에 긍정적이 영향을 주었다. 하지만 예술가의 정체성과 전문성은 부적상관관계를 이루었다. 셋째, 독립영화 집단의 경우, 예술가의 정체성은 전문성에 유의한 영향을 주지 않았다. ‘예술가 정체성➝업무 자율성’ 경로와 ‘업무자율성➝전문성’ 경로’ 이 두 직접 경로는 유의하였다. 업무자율성의 매개효과는 유의하였다. 넷째, 상업영화 집단에서도 ‘예술가 정체성➝전문성’ 경로는 유의하지 않았고, ‘예술가 정체성➝업무 자율성’ 경로와 ‘업무자율성➝ 전문성’ 경로 이 두 직접 경로는 유의하였지만, ‘예술가 정체성➝업무 자율성➝ 전문성’ 경로의 업무자율성의 매개효과는 유의하지 않았다. 다섯째, 예술가의 정체성이 두 집단 모두에서 직접적으로 전문성에 유의한 영향을 미치지는 않았지만, 독립집단의 경우는 업무자율성의 매개효과가 입증되어, 업무자율성을 완전매개로하여예술가의 정체성이 이들의 전문성에 긍정적인 영향을 줄 수 있음이 밝혀졌다. 마지막으로, 예술가의 정체성이 업무 자율성에 미치는 직접효과는 상업영화집단에서보다 독립영화집단에서 훨씬 더 영향력이 유의하게 크다는 것이 입증되었다. 두 집단간의 상이한 양상이 발견되어 조절효과가 실증적으로 입증되었다. 영화제작 인력의예술가로서의 예술가의 정체성이 전문성 및 업무자율성에 미치는 직간접효과를 규명함에 있어서, 주요 활동영역의 조절효과를 함께 반영한 분석의 타당성을 확인하였다. 주요 발견점을 토대로 실천적 함의를 논의하였다.

한비자의 철학을 통해 본 프로스포츠 프로페셔널리즘 -히딩크 감독의 경우를 중심으로-

엄진성,정병석 영남대학교 민족문화연구소 2023 민족문화논총 Vol.84 No.-

The key point of this paper is to analyze professionalism in professional sports through Hanbiza's philosophy and apply it to the case of Hiddink, who achieved the myth of advancing to the semifinals of the 2002 World Cup. Hiddink is a professional coach of a professional soccer team, so the analysis of his soccer philosophy and attitude can soon lead to a professional coach's understanding of professionalism. The way athlete are treated is different depending on the professional coach, so what can't be defined as the answer. For Hiddink, he expected the best results by dominating the professional athlete through strong leadership and then placing them in the right place. This is Hiddink's professionalism. Hiddink's professionalism can be found to be similar in many ways to Hanbiza's philosophy. Hanbiza tried to take control of his subjects through Rule(法), Absolute Authority(勢), and Tacit Art(術) and Hiddink trained the athlete within the range of breaking the set rules. Hanbiza criticized Confucianism's paternalism, and Hiddink tried to eliminate things like personal connections and seniority that prevented victory. Therefore, although their interests and times are different, they resemble much of the similarity of the environment, the purpose pursued, and the way they pursue it. This paper compares and analyzes the philosophy of Hanbiza, who has professional director Hiddink's professionalism, and seeks to be different from that. The approach took the form of applying Hiddink's professionalism after organizing the main concepts of Hanbiza, and secured the persuasion of the argument by presenting concrete evidence of major events in his autobiography. In conclusion, it was possible to analyze Hiddink's professionalism through Hanbiza's philosophy, and through it, it was also possible to confirm the possibility of systematizing the professionalism of professional coaches.

The Influence of Professionalism to Job Satisfaction and Job Performance of the Physical Therapist

허재원 대한물리치료학회 2015 대한물리치료학회지 Vol.27 No.4

Purpose: This study was conducted in order to understand the influence of professionalism on job satisfaction and job performance of the physical therapist. Methods: Subjects were 148 physical therapists. We conducted a questionnaire survey on professionalism, job satisfaction, and job performance. Professionalism questions were ‘Compliance of professional organization’, ‘Beliefs about public service’, ‘Autonomy’, ‘Beliefs about self-regulation’, and ‘Vocation awareness of the profession’. A regression analysis was then performed. Results: The subjects’ average score for professionalism was 3.18±0.31 points. The lowest score for satisfaction was observed for ‘Compliance of professional organization’. Professionalism had an effect on job satisfaction. ‘Vocation awareness of the profession (β=0.44, p<0.001)’, ‘Beliefs about public service (β=0.25, p<0.01)’, and ‘Autonomy (β=0.17, p<0.05)’ had an effect on job satisfaction. R square=0.46 (adjusted R square=0.45). Professionalism had an effect on job performance. ‘Autonomy (β=0.29), p<0.001)’, ‘Vocation awareness of the profession (β=0.22, p<0.05)’, and ‘Beliefs about self-regulation (β=0.18, p<0.05)’ had an effect on job performance. R square=0.25 (adjusted R square=0.22). Conclusion: The results of this study indicate that in order to improve job satisfaction and job performance, it is necessary to improve professionalism. Therefore physical therapists should improve their professionalism (‘Compliance of professional organization’, ‘Beliefs about public service’, ‘Autonomy’, ‘Beliefs about self-regulation’, and ‘Vocation awareness of the profession’) in order to improve their job satisfaction and job performance. In addition, research to improve professionalism of the physical therapist should be continued.