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17) Bray, M.(1995), "Community Financing of Education", in Martin Carnoy (ed), International
Encyclopedia of Economics of Education(2nd ed.), pp.26-31
18) Kiras, Fassil G., Selma J. Mushkin and Bradley B. Billings(1997), "Educational Outcome
Measurement in Developing Countries. Washington D.C. : Georgetown University",
pp.46-51.
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University Press, pp.121-124.
55) Oakes, J.(1985), ibid, pp.125-128.

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67) (2000), ,
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, , ,
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- 76 -

1.

1)



.
<4-1> , ,
105(52.5%), 95(47.5%) 5%
, 1 47(23.5%), 2 94(47.0%), 3 59(29.5%)
2 .

7(3.5%),

40(20.0%), 58(29.0%), 74(37.0%),


21(10.5%)
66% .
106(53.0%) ,
70(35.0%), 17(8.5%) .
116(58.0%) ,
60(30.0%), 18(9.0%) .
71(35.5%) ,
61(30.5%), 39(19.5%), 12(6.0%) .
61(30.5%) ,
57(28.5%), () 50(25.0%), 21(10.5%) .

- 77 -

, 200-300 88(44.0%), 300-400


48(24.0%), 100-200 42(21.0%), 100 12(6.0%),
400 10(5.0%) . <
4-1> .

<4-1>

(%)

105

52.5

95
47

47.5
23.5

94

47.0

59
7

29.5
3.5

40

20.0

58

29.0

74

37.0

21
17

10.5
8.5

70

35.0

106

53.0

7
18

3.5
9.0

116

58.0

60

30.0

6
12

3.0
6.0

61

30.5

39

19.5

71

35.5

///

4.5

4.0

- 78 -

(%)

2.0

57

28.5

21

10.5

61

30.5

///

3.5

100

50
12

25.0
6.0

100-200

42

21.0

200-300

88

44.0

300-400

48

24.0

400

10

5.0

2)

/ Likert 5
,
. , ,
.

2.

1) () ()

() ()
<4-2> .

- 79 -

<4-2> () ()

SD

SD

2.80

.74

2.69

.83

1.389

.016

2.70

1.01

2.94

.91

-2.489

.013

2.94

1.07

3.20

1.09

-2.394

.017

2.68

.95

2.66

.92

.213

.031

2.63

.95

2.56

.98

.720

.047

2.75

.96

2.81

.94

2.71

.89

2.85

.94

-1.518

.013

2.70

.94

2.67

.85

.279

.038

2.70

.91

2.76

.89

2.72

.93

2.78

.91

()

() /

() () ,
()()
, , , , ,
()() /
.
() 2.72, (0
2.78 () ()
(p<.001).
() 2.75, () 2.81
(p<.05),
() , () ()
. ()
, ()

- 80 -

() .
()() () 2.70, (
) 2.76 () ,
(p<.001) () , /
(p<.001) () () .

2) () ()

() ()
<4-3> . ,
, .

<4-3> () ()

.72

4.488

.000

2.99

.94

-1.570

.017

.90

2.76

.81

2.68

.93

2.69

.90

-.109

.021

2.78

.92

2.61

.97

1.793

.074

2.60

1.02

2.70

.97

-1.001

.031

SD

SD

2.87

.78

2.53

2.84

1.02

2.85

2.68

.95

2.66

.94

2.63

1.09

2.54

.98

.895

.037

2.77

1.01

2.82

.99

-.548

.048

2.70

1.05

2.68

.98

2.82

1.02

2.91

1.03

-.924

.035

3.02

.99

2.99

1.02

.297

.024

2.92

1.00

2.95

1.02

2.78

0.97

2.76

.93

- 81 -

<4-3> , 2.78,
2.76
(p<.001). 2.85,
2.76 (p<.001),
2.68, 2.66
(p<.001).
2.70, 2.68
(p<.001).
, 2.92, 2.95
.
,
. ,
,
.
,
.
,
.

3) () ()

() ()
<4-4> .

- 82 -

<4-4> () ()

.89

3.186

.002

3.01

.91

-2.144

.033

.90

2.82

.90

2.93

1.62

2.79

.88

1.071

.028

2.80

.87

2.52

.85

3.297

.001

2.86

1.24

2.65

.86

2.86

1.07

2.73

.88

SD

SD

2.92

.82

2.64

2.81

.99

2.86

.
() 2.86, () 2.73
() (p<.001).
() 2.86, ()
2.82 () (p<.001),
() 2.86, () 2.65
() ()
(p<.001)
()
, () .
() ()
.

- 83 -

4) () ()

() ()
<4-5> .

<4-5> () ()

.89

4.222

.000

3.13

.88

-1.217

.024

.94

2.80

.88

2.80

.96

2.83

.87

1.568

.011

2.70

.96

2.86

.90

2.132

.034

2.75

.96

2.84

.88

2.83

.95

2.82

.88

SD

SD

2.84

.88

2.47

3.01

1.00

2.92

.
() 2.83, () 2.82
() (p<.001).
() 2.92, ()
2.80 () (p<.001),
() 2.75, () 2.84
() ()
(p<.001).
() ()
,
() ()
.

- 84 -

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- 86 -

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(2001), , .
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(1998), 50, 50 .
(1980), , .
(1997),
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(2000), , : , p.16.p.27.
(2002), 2002 , p.175.
(2003), , : , p.39.p.46.
(2003a), :
, 5 , p.16.
(1997), , , 12, p.56.
(2001), - ,
CR2001-15, pp.146-152.
(2003),

, 13 3,

pp.128-130.
(2000), , 2000 2 KEDI
, pp.123-126.
(2000), , , pp.146-159.
(2002), , , 11
2, pp.56-59.
(1994),

pp.121-135.

- 93 -

12,

(2002),
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2(2004), , ,
13 1, pp.334-335.
2(2003), ,
, 30, p.189.
(2003), (), AM2003-32-4,
pp.153-162.
(2003), ,
, ,
pp.181-186.
(1994), , ,
, , pp.62-66.
(1996), ,
, p.46.
(2001), ,
, pp.18-19.
(1996), ,
, pp.92-96.
(2004), ,
, pp.11-14.
(2005),
, , p.2.
(1995), ,
, pp.5-10.
(2002), ,

- 94 -

, pp.86-89.
(1994), ,
, pp.86-89.
(2002), ,
, pp.13-18.p.21.
(2004), ,
, pp.5-6.
(2005),
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(2004),
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(1999), ,
, pp.23-30.
(2000), ,
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(1999), ,
, pp.88-92.
(1994), ,
, pp.55-56.
(2003), ,
, pp.1-2.pp.7-8.
(2002), ,
, pp.85-91.
(2000), ,
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(2001), ,
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(1991), ,

- 95 -

, pp.102-107.
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(2005), ,
, pp.4-6.pp.17-18.pp.21-22.
(1992), ,
, pp.52-56.

- 96 -

< >

Bray, M.(1995). "Community Financing of Education". in Martin Carnoy(ed),


International

Encyclopedia

of Economics

of Education(2nd

ed.), pp.26-31.
Kiras,

Fassil

G.,

Selma

J.

Mushkin

and

Bradley

B.

Billings(1997).

Educational Outcome Measurement in Developing Countries.


Washington, D.C : Georgetown University, pp.46-51.
Oakes, J.(1985). Keeping track: how schools structure inequality, New
Heaven: Yale University Press, pp.121-128.

- 97 -

< >


() () (
) .

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2006


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E-mail: cwcpmh@hanmail.net

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- 103 -

Comparing the Satisfaction Level of Middle School Students' Between


Public and Private Education*

Paek, Myoung-hee

Business Education Major

Graduate School of Education, Kyungpook National University


Daegu, Korea
(Supervised by Professor Lee, Sang-Hwan)

(Abstract)
The main purpose of this research involves examining the degree of satisfaction of
middle school students concerning school education and private institute education
through which we can attain useful information on the development of education.

The concern of research are as it follows ;

1. How do middle school students perceive the overall matters such as intimacy
with teachers, tasks, corporal punishment, learning information, interest of learning
and relationships among peers?

2. How do middle school students perceive school teachers and private institute
teachers?

3. How do middle school students perceive the course of education in school and
institute?

4. How do middle school students perceive educational environment in school and


institute?
* A thesis submitted to the Council of the Graduate School of Education, Kyungpook National University
in partial fulfillment of the requirements for the degree of Master of Education in July 2006.

- 1 -

The results of research are followings ;

1. Firstly, in dealing with the results of different perceptions about the overall
matters of school and institute, it turns out that they are more satisfied with the
education of private institute than that of school. Particularly, they showed a big
difference in responsibility with tasks.

2. Secondly, in case of different perceptions about school teachers and private


institute teachers, it appears that they are more content with school teachers in
regards of humane quality, specialty, relationships with students and guidance.

3. Thirdly, in comparison of perception about the courses of school education and


institute education, I dealt with content satisfaction and evaluation satisfaction. The
result was that the degree of satisfaction was higher in the courses of school
education than those of institute. Especially, they showed a higher satisfaction in
evaluation rather than in content.

4. Lastly, I had the comparison of perception about the educational environment of


school and institute made up of inner facilities and class atmosphere and examined
the degree of satisfaction about the overall facilities's condition and use of
instruction media, learning atmosphere and the number of students.
The results was that they showed a higher satisfaction in the inner facilities of
school rather than that of institute. But they showed a higher satisfaction in the
class atmosphere of private institute rather than that of school. In particular, there
wasn't a bigger difference in the degree of satisfaction than the difference in the
degree of satisfaction between school education and institute education about the
overall matters of education, teacher, course instruction.

Through all these results, I could find out that middle school students were more
satisfied with school education than institute education in most aspects of the
teachers, course instruction and educational environment except for the overall

- 2 -

matters of education involving affinity with teachers, tasks, corporal punishment,


learning information, interest of learning and relationships among peers.

Finally, the premise of this study is that the private education cannot take
precedence of public education and its purpose is to supplement public education.
But, some results of the study indicate that private education is superior than public
education and this result might be result from limited understanding on formal
education and teachers' roles. Formal education in public schools and the role of
teachers involve not only education from books but also teaching society and
learning human characteristics, and various supports for students. Thus, without full
understanding on the role of teachers, it is hard to understand their importance.
Therefore, our society needs to have better understanding of private education,
make an investment in improving poor working environment of public schools, and
take proper steps to support teachers' on-the-job training for increasing their
expertise.

- 3 -