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- 저자 : 羅濟民 (검색결과 5 건)
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羅濟民 단국대학교 1978 論文集 Vol.12 No.-
An attempt has been made to develop twenty-three propositions on the ways how professionalism affects the working of public bureaucracies. In this endeavor are included (1) an examination of various definitions of professions and professionalism, (2) classification of professions, (3) scope, intensity and direction of the impacts the various professions tend to leave on the public bureaucracies, and (4) the dynamics of professions. Not analyzed is the relationship between professions and cultural, social changes. The main focus of analysis lies on the "programmatic professions". The first twenty propositions are extracted from the last three propositions; and the latter deals with professionalisms in different countries, in the advanced countries compared with the developing or "prismatic" countries. The three master propositions are as follows: 1. The impact of professionalism on public bureaucracies in the countries with the more firmly institutionalized professions is greater than the one in the countries with less institutionalized professions. 2. In the countries with lower degree of institutionalization in professionalism, the government tends to regulate the professional behaviors rather than the reverse. 3. The quality of understanding public administrators have on the importance of professionalism and its autonomy is bound to affect an ideal relationship that may exist among 'professionals and may serve as an indicator for measuring the future prospect of social & development.
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羅濟民,吳世德 慶熙大學校 1991 論文集 Vol.20 No.-
This study evaluates the education of High School in Korea based on the theory of psychological type differences originally elaborate by Carl Gustav Jung and later operationalized by Isabel B. Myers and Katherine Briggs. For the evaluation a student body of 2,341 tenth grader from three senior high school. Their personality types along with their intelligence quotients are obtained to get correlated with their scholastic achievements on the six-teen to seventeen courses they have taken during the first semester of their tenth grade year. In all, two sets of finding are made on the relationship among the intelligence quotient, scholastic achievements and personality type differences. The first set is ⑴ on the relationship between the personality type differences and intelligence quotient and ⑵ on the relationship between the personality type differences and intelligent quotient on the one hand and the scholastic achievements on the other. It is found that the explanatory power of the personality type differences on intelligence quotient in rather low : 6.6%(r^2=0.6643, multiple r=0.25774, p<.001)for the 1st Senior High, 2.7%(r^2=0.02716, multiple r=0.16481, p<.001)for the 2nd Senior high, and 9.5%(r^2=0.9463, multiple r=0.30761, p<.001)for the 3rd Senior High. On the other hand, the explanatory power of the personality type differences and intelligence quotient combined together on the scholastic achievements is rather high : 37.4% (multiple r=0.61130, p<.001)for the 1st Senior high, 28.7%(multiple r=0.53545, p<.001)for the second Senior High, and 46.6%(multiple r=0.68293, p<.001)for the 3rd Senior High. The second set if on those students who achieve higher than they are expected to achieve for a given amount of their aptitude and type differences(overachievers)and those students who achieve lower than they are expected(underachivers). When their scholastic(Z scores)are measured on the Y axis against their intelligence quotient(Z scores)are measured on the Y axis against their intelligence quotient(Z scores)on the X axis, the regression line of 47 drawn on the graph reveals the following ten tendencies : 1. All the J type but ESFJ of the 3rd Senior High are above the regression line, and all P types but INPT of the 1st Senior High and ISTP of the 2nd Senior High are below the line. The J types consistently achieve higher grades for given amount of aptitude : that is, they overachieve. The P types get grades lower than expected for their level of aptitude, that is, they underachieve. 2. Both INT types in the 1st and the 3rd Senior Highs are high, but INTJ is three times as far above the line as INTP in the 1st Senior High and slightly above the line as INTP in the 2nd Senior High. ESFJs in the three Senior Highs are far above ESFP : and ENFJ is three times as far above as ESFP but in the 1st Senior High where both nearly equal. These differences show the clear advantage of J. 3. The S types fall near or below the mean is IQ for their classes, and the N types fall near or above the mean. 4. The four preferences that appear to contribute most to scholastic success are I, N, T, and J. 5. The above four findings are also true to the findings made by Isabel B. Myers and Mary M. McCaulley for high school in the United States. However, the following five findings are different. 6. INFJ who is theoretically expected to overachieve underachieves in all of the three Senior Highs. Among the NFs, NFPs tend to underachieve most. 7. SFPs also underachieve in all of the three Senior Highs. 8. SP types and NP types are the consistent underachieves in all of the three Senior High Schools. 9. The three preferences that appear to contribute least to scholastic success are F, S, and T. 10. The preferences of E and I appear to contribute nearly in equal degree to scholastic success. The last five findings are consistently different from the tendencies found by Myers and McCaulley for the high schools in the United States. The findings explain the difference between the high schools of Korea and those of the United States. Under the Korean System NF, SF and SP types who number 1,386 (59.2% of 2,341 students) consistently achieve lower grades for a given amount of their aptitude : that is, they are underachievers.
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