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이종호,신충용 忠南大學校體育科學硏究所 2001 體育科學硏究誌 Vol.19 No.1
The purpose of this study was to find out the differences in physical educators′value orientations based on gender, college, education level, and teaching experience. 114 physical education teachers were randomly selected from three cities of Chungchong Province. The Value Orientation Inventory developed by Ennis and Hooper(1988) used as a means of examining the education belief structure of physical education teachers. The results of this study were as follows; 1. Teachers prioritized disciplinary mastery into the highest categories, following by self-actualization, ecological integration, learning process, and social reconstruction within any of the orientations. 2. Both male and females ranked disciplinary mastery from the other orientations. Male teachers placed self-actualization in higher than female teachers. 3. Both teachers who graduated from college of education and teachers who graduated from college of non-education prioritized disciplinary mastery into the highest category. While teachers who graduated from college of education ranked disciplinary mastery as a high priority, teachers who graduated from college of non-education ranked learning process and social reconstruction as a high priority. 4. Both teachers with bachelor degree and teachers with master degree demonstrated a high priority on disciplinary mastery. While teachers with bachelor degree ranked learning process and social reconstruction as a high priority, teachers with master degree ranked self-actualization as a high priority. 5. Without regarding teaching experience, teachers placed disciplinary mastery in a high priority. While teachers with more experience were to place a high priority on the ecological integration, teachers with less experience were to place a high priority on the self-actualization.
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