백서의 실험적 치아이동시 connexin 43의 발현에 관한 연구

임정현,강경화,이종진,김은철,김상철 대한치과교정학회 2001 대한치과교정학회지 Vol.31 No.5

치아이동시 골세포간 활성 조화에서 세포간 교통의 중요성이 차츰 인식되고 있으며 세포간 교통을 위한 교통반의 존재가 확인되고 있다. 동물실험 모델에서 실험적 치아이동을 통해 조성된 압박 및 견인측 치주인대에서 교통반 단백의 일종인 connexin 43의 발현을 관찰함으로써 인접 연조직 및 골 조직 내에서 세포 신호 전달 양상의 한 부분을 파악하고자 하였다. Sprague-Dawley계 백서 27마리를 대조군(3마리)과 실험군(24마리)으로 나누었으며, 실험군은 견인력(75g)을 가한 후 12시간, 1일, 4일, 7일, 14일, 28일이 경과한 후 각각 4마리씩 희생시켜, connexin 43의 발현을 면역조직화학적으로 관찰한 바 다음과 같은 결과를 얻었다. 1.대조군에서의 connexin 43 발현은 치은, 상아질, 치주인대, 치수, 골세포에서 경미하였다. 2.교정적 치아이동에 반응하는 치수, 치주인대, 골모세포, 파골세포, 골세포부위에서 connexin 43의 발현이 많았으나 치은, 상아질, 상아모세포에서의 발현은 견인력 적용기간에 관계없이 대조군과 큰 차이가 없었다. 3.치수에서 connexin 43의 발현은 교정력을 가한 4일에서부터 증가하여 7일째까지 크게 증가한 후 14일째부터 감소되었으며 28일째에는 대조군과 차이가 없었다. 4.치주인대에서 connexin 43의 발현은 주로 혈관을 중심으로 치조골 면을 따라 압박측에서 주로 나타났는데 교정력을 가한 12시간에서부터 증가하여 4일에서 가장 많은 발현을 보인 후 7일부터 감소하기 시작하였다. 5.골모세포 및 골세포에서 발현은 실험 1일째부터 출현해 4일째에 가장 많은 발현을 보였고 7일 이후에는 크게 감소하였으며 파골세포에서의 발현은 골모세포와 골세포보다 실험 4일째에 더 많이 관찰할 수 있었다. Bone remodeling in response to force requires coordinated actions of osteoblasts, osteoclasts, osteocytes, and periodontal ligament cells. Coordination among these cells may be mediated, in part, by cell-to-cell communication via gap junctions. This study was designed to evaluate the expression of gap junction, connection 43 in periodontal tissue during the experimental movement of rat's incisors, by LSAB(labelled streptavidine biotin) immunohistochemical staining fort connexin 43. Twenty seven Sprague-Dawley rats were divided into a control group(3 rats), and 6 experimental groups(24 rats) where 75g of force was applied from helical springs across the maxillary incisors. Rats of experimental groups were sacrificed at 12 hours, 1, 4, 7, 14 and 28 days after force application, respectively. And the tissues of a control group and experimental groups were studied immunohistochemically. The results were as follows : 1.In control group, the expression of connexin 43 was rare in gingiva, dentin, cementum, periodontal ligament and bone cells. 2.In experimental group, the expression of connexin 43 was increased in pulp, periodontal ligament, osteoblasts, and osteoclasts, comparing to that in control. And it was rare in gingiva, dentin, and odontoblasts regardless of the duration of force application, which was not different from that of control group. 3.The expression of connexin 43 in pulp of experimental group began to increase in 4-day after force application and got to the highest degree at 7-day. And it decreased after 14-day to be similar to that of control group at 28-day. 4.The expression of connexin 43 in periodontal ligament was noted in small capillaries adjacent to alveolar bone, showing higher intensity of immunolabelling after 4-day. And it was stronger in the pressure side than in tension side of periodontal ligament. After 7-day, decrease in connexin 43 expression was observed. 5.The expression of connexin 43 in alveolar bone began to increase 1-day, reached to the highest degree at 4-day, and decreased at 7-day. And the expression in osteoclasts was more than that in osteoblasts or osteocyte at 7-day.

敎師의 燒盡經驗 硏究에 관한 一考

林鍾徹 釜山敎育大學 1991 부산교육대학 논문집 Vol.27 No.1

A teacher was stressed in course of performance of his duties for the objectives of school organization. When he experienced cronical stress which he couldn't endure with his effort and coping resources of him in the process of performance of his duties, he might burnout. In the case of teacher burnout, he would not help students, valuing himself negatively, dealing with his duties negatively, being absent from school often, and even leaving his profession. These actions as a teacher were obstacle to achieve the objectives of school organization or to expand teaching profession. However, there have been a few studies such as the contribution to easing and defending teacher burnout in the field of education in Korea. The research problems of this study were to explore a model of process of the perceived teacher burnout and to make a survey of researches of the perceived teacher burnout. Result of this study are as follows : 1) Model of process of the perceived teacher burnout ◁그림 삽입▷ (원문을 참조하세요) 2) A general view of researches of the perceived teacher burnout ① Grasping the perceived degree of teacher burnout ② Understanding the difference between the degree of the factors of a teacher background and school situations and that of the perceived teacher burnout ③ Analying the correlations between the degree of the factors of a teacher background and school situations and that of the perceived teacher burnout ④ Buffering effects for reducing burnout phenomenon

學校組織에서의 權威

林鐘徹 釜山敎育大學校 1993 부산교육대학 논문집 Vol.29 No.1

Authority relationships constitute an integral part of life in formal school organizations. The essence of most student-teacher, teacher-administrator, subordinate-superior, or parent-teacher relations is the authority component. Like this, the authority is very important concept in schools. Now, the authority comes under challenge and the degree of the exercise of the authority comes down in school organizations. Added to this, the meanings of the authority and its synonymous concepts are mingled with and misused by many individuals now and then. The purpose of this study was to examine the essence of the authority, to have a view of the authority, and to present the alternative plans to raise the degree of the exercise of the authority in school organizations. The main results of the study are as follows : They accounted for difference between the authority and its synonymous concepts such as power, influence. and authoritarianism. Though the degree of the exercise of the authority comes down, there be skeptical of the existence of society without the authority. On the contrary it should be to be raised in the characteristics of school organization. And so it was suggested that alternative plans are to exercise what types of the authority, to choose which situations to be used for the authority, and to understand how methods to be used for the authority in school organizations.

인적자원장학의 지향방향

임종철 부산교육대학교 초등교육연구소 2001 초등교육연구 Vol.16 No.-

Human resources supervision assumes a dynamic environment. Unlike supervisory practices, which focus in control and fitting people into prepackaged job specifications. Human resources supervision is aimed at the human and professional growth of the people in the school. Hence the relationship between supervisor and staff is primarily proactive, seeking improvement, development and increased effectiveness based on a strengths, talents and interests. In consequence, human resources supervision ought to be inquired in the highly competitive world. The purposes of this study were to analyse supervision tasks, to examine the views of human resources, and to present the intended directions of human resources supervision. The employed methods were the analysis of reference books. The results of the study were as follows: Firstly, the intended directions of human resources supervision should be focused upon instructional improvement. Secondary, the supervisor of human resources should assume about teachers as follows : ① Teachers want to contribute meaningful goal which they have helped establish. ② Most teachers can exercise far more creative, self-direction, self-control than their present jobs demand. Thirdly, the directions of support systems in the human resources supervision are as follows : ① The supervisor's basic task has to make use or development of teachers' abilities and character. ② The supervisor has to make the school climate more open. ③ The supervisor has to exercise his leadership such as situational, transformational one.

敎育行政의 過程別 人的資源論의 適用 探索

林種徹 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

The purpose of this Study is to clarify the essence of human resourccs theory and to search for the possibility of its application to the administrative process in education. In the 1930's and 1940's a number of publications have been appeared in which attempts have been made to determine the essential elements of the administrative process in the general field of adminitration. In the 1950's writers in the field of educational administration dealt specifically with an analysis of the administrative process. In this article the elements of the administrative process were based on Russell T. Gegg's seven components such as ① Decision making ②Planning ③ Organizing ④ Communicating ⑤ Influencing ⑥ Coordinating ⑦ Evaluating. The traditional, human relations, and human resourses theories of management have been interpreted in terms of development and the essence of human resources theory has been discussed from related theories. The human resources theory accepted and extended the assumptions about people made in the human relations model. The human resources theory draws its assumption about people first of all from theories of human needs and their development which originated in the late thirties and early forties and which began to be popularized following World War Ⅱ. The standand theory of human resources was established by raymond E.Miles in 1965. The main thrust of the assumptions of the human resources theory is to put an emphasis on abundance rather than scarcity in the area of human capabilities. Therefore the manager's task becomes that of tapping these in the interests of organizational effectiveness and efficiency. The human resources theory is one of approaches expected to be utilized for the school management.

敎師에 의한 校長 評價

林鍾徹 釜山敎育大學 1985 부산교육대학 논문집 Vol.21 No.1

The direct purpose of the present study is to evaluate the principal by teachers to provide information that helps the principal improve in effectiveness, and to improve the School. With the literature on the subject, the writer was concerned with the following areas: ① evaluation of school administration. ② evaluation of principals themselves. The questionnaire was based on the evaluation form which was developed by the principal of a shool and five teachers who had volunteered to assist the principal in America. On the other hand, the writer surveyed opinions of a few teachers and school administrators with the questionnaire. And then it was analyzed and examined, the method of which was shown Pearson r. It was composed of 30 items to evaluate the principal. The data was analyzed by means of critical ratio. The summary of the study was as follows: 1) The degree of the principal evalution by teachers was nearly medium level in the practical evaluation and higher level in the expectation of level. 2) There is no significant difference befween the male teachers and the female teachers on the principal evaluation both in the practical evaluation and in the expectation of level. 3) Graduates from standard teacher training courses showed higher degree of the principal evaluation than graduates from non standard teacher training courses both in the practical evaluation and in the expectation of level. 4) Elementary school teachers showed higher degree of the principal evaluation than secondary school teachers both in the pratical evalution and in the expectation of level. 5) In the comparision ages, the senior teachers showed higher degree of the principal evaluation, while no significant difference was found between two groups in the expectation of level. 6) The expectation of level showed higher degree than the practical evaluation in the principal evaluation by teachers.

장학지도성의 제고 방안

임종철 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

이 연구의 목적은 장학지도성 제고 방안을 제시하는 것이었다. 주요 내용은 장학의 개념정의의 동향을 고찰하고 장학지도성의 중요성을 교육의 질 제고, 교직의 전문성 신장, 교사의 요구 조정 측면에서 논의하였으며, 장학과업 분석에서 장학의 주된 과업으로 교육과정개발, 수업개발, 교사개발을 도출하였고, 장학지도성 기반으로 교직의 이해, 교육과정과 수업개발, 교사개발, 장학조직체계상의 기능 관점에서 논의하였다. 이상의 내용을 바탕으로 장학지도성의 제고 방안을 다음과 같이 제시하였다. 첫째, 장학과업 측면에서 장학담당자는 교육과정개발, 수업개발, 교사개발에 관하여 지도·조언·상담·자문·시범 등에 탁월성을 발휘한다. 둘째. 장학기술 측면에서 장학담당자는 교사와의 인간관계, 내적 동기와 외적 동기를 효과적으로 활용하는 동기유발, 명백한 비젼 제시에 능통하여야 하고, 기능적 권위·신뢰의 권위·카리스마적 권위 같은 권위의 유형을 활용하되 권위의 지체 현상을 고려하여 준거적 영향력 또는 전문적 영향력 같은 영향력을 발휘한다. 셋째, 장학조직체계상의 관점에서 장학담당자는 명령·지시·감독 위주의 계선기능보다 지도·조언·상담 등을 중시하는 참모기능을 발휘한다. Society is rapidly change, not only in the ways of living but also in the ways of thinking. In the situation educational quality is very important. In order to increase educational quality leadership roles in supervision ought to be built up. The purpose of this study is to look for the displaying measures for the supervisory leadership. The way of this study is the theoretical study through the related literature analysis. The results of the study were as follows : First, the supervisor in education ought to display leadership in the supervisory tasks such as developing curriculum, developing instruction, and developing teacher. Second, the supervisor in education ought to be proficient in the supervisory skills such as human relations, motivation, vision, and influence. Third, the supervisor in education ought to display the functions of staff in the organization structure.

초등학교장의 변혁적 지도성과 교사 효능감과의 관계

임종철,김현정 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

이 연구에서는 초등학교장의 변혁적 지도성과 교사 효능감과의 관계를 규명하고자 하였다. 문헌연구를 통해 지도성의 개념과 변천과정 학교장의 변혁적 지도성 이론, 교사 효능감에 대한 이론을 살펴 보았으며, 이러한 배경 이론에 근거하여 학교장의 변혁적 지도성의 하위요인으로 결속촉진, 카리스마, 지적인 자극, 개별적 관심을, 교사 효능감의 하위요인으로 자신감, 자기조절 효능감, 과제난이도 선호를 파악하였다. 그리고 선행연구를 통해서 두 변인의 관계를 고찰해 보았다. 문헌연구를 토대로 연구문제를 해결하기 위하여 부산시내 36개 초등학교 교사를 대상으로 학교장의 변혁적 지도성 및 교사 효능감 질문지로 측정하여 상관관계를 살펴본 결과 교사가 인식한 학교장의 변혁적 지도성 수준은 보통 수준 이상(M=3.30)으로 나타났으며, 하위요인별로는 다른 요인에 비해 지적인 자극을 많이 인식하고 있는 것으로 나타났다. 교사의 교사 효능감 수준도 보통 수준 이상(M=3.29)으로 나타났으며 하위요인별로는 다른 요인에 비해 자기조절 효능감을 보다 많이 지각하고 있는 것으로 나타났다. 학교장의 변혁적 지도성과 교사 효능감의 상관관계는 r=.294(p<.001)로 유의한 상관이 있기는 하나 얕은 것으로 나타났으며, 하위요인간의 상관관계에서는 학교장의 변혁적 지도성의 하위요인인 결속촉진, 카리스마, 지적인 자극, 개별적 배려가 교사 효능감의 하위요인인 자기조절 효능감과 유의한 상관이 있기는 하나 얕고, 자신감, 과제난이도 선호와는 상관이 거의 없는 것으로 나타났다. The purpose of this study was to find out the relationship between the elementary school principals' transformational leadership and the teacher efficacy. To achieve this goal, several research problems were established as follows: First, what is the elementary school principals' transformational leadership (contribution to cohesion, charisma, intellectual stimulation and individual concern)? Second, what is the teacher efficacy(confidence, self-control and preference for task difficulty)? Third, what is the relationship between the elementary school principals' transformational leadership and the teacher efficacy? To solve these problems, both the literature research and questionnaire surveys were used in this study. Through the literature research, the concept of leadership and the process of its change was examined, and theory of the school principals' transformational leadership and its background of formation, the concept and the specific character of the transformational leadership, the primary factors and the effects of the transformational leadership were examined. And then it's attempted to find out contribution to cohesion, charisma, intellectual stimulation and concern for individual teachers, which were subordinate factors of principal transformational leadership. Concerning the teacher efficacy, self-efficacy, the concept of the teacher efficacy, the features of teachers with good the teacher efficacy and the elements of the teacher efficacy were examined. As for the teacher efficacy subordinate factors, teacher confidence, self-control efficacy and preference for task difficulty were investigated. Finally, earlier studies were reviewed to identify the relationship of the two factors. Based on the results of literature research and to solve the research problems, 36 elementary schools and 524 teachers of the schools in Busan Metropolitan City were selected randomly. The instruments used in this study were Gweon In-tak's transformational leadership questionnaire and Lee Hyeon-jeong's the teacher efficacy questionnaire. As for reliability, the former's Cronbach α coefficient was .98, and the latter's was .85. The collected data were analyzed with SPSSWIN Ver 10.07 program. The statistical data on mean and standard deviation were obtained, and t-test and F-test were conducted. In case there was any intergroup gap, Scheffe´ test was implemented as post-test, and the correlation between the two factors was measured by calculating Pearson'r. The findings of this study were as follows: First, the teachers considered their principals' transformational leadership to be on the average(M=3.30). By subordinate factors, intellectual stimulation were rated better than the others. Second, as for the impact of their background variables on their perception of principal transformational leadership, the principals were thought to exercise more transformational leadership by those who were lead teachers, had more than career of 20 years, in their 40s and worked at the schools of C and D grade. And they felt that the female principals displayed transformational leadership more than the male principals did. Third, the teacher efficacy is to be on the average (M=3.29). By subordinate factors, they put higher value on self-control efficacy than on the other factors. Fourth, as for the impact of their background variables on their the teacher efficacy, those who were male, lead teachers, had more than career of 20 years, in their 40s, and whose principals were male, viewed the teacher efficacy more favorably. Fifth, there was significant but weak correlation between the transformational leadership of their principals and their self-efficacy (r=.294, p<.001). By subordinate factors, contribution to cohesion, charisma, intellectual stimulation and individual concern had significant yet weak correlation to self-control efficacy, and they were scarcely correlated to confidence and preference for task difficulty. Based on the above-mentioned findings, the following conclusion was reached: First, how principals could be encouraged to exert more transformational leadership should be studied, and a variety of programs should be prepared to boost the transformational leadership of male principals. Second, in which way the teacher efficacy could improve should be considered. Especially, it's necessary to instill more confidence in teachers and urge them to make a challenge to difficult tasks. Third, as principal transformational leadership had weak yet significant correlation to the teacher efficacy, the former factor can predict the latter to some extent. Fourth, since questionnaire method was utilized in this study, future research should make a qualitative approach by using ethnography

敎育行政課業

林鍾徹 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

No brief or Simple Statement will suffice for defining the task of educational administration. The factors which define the task of educational administration constitute no fixed body of dogma. Instead they may be viewed as variables influenced by numerous factors of a psychological as well as a social-cultural and individual nature. The task if educational administration is indeed complex. The purpose of this study is to examine the historical development of the task of educational administration and to analyse categories of administrative tasks in the U.S.A. and korea. ① Those in the U.S.A. The Stages of development of the principalship are as follows: First stage was a single teacxher in a one-room school; Second stage, principal teacher stage; Third stage, teaching principal stage; Fourth stagem supervising principal stage. In the field of educational adminitration, the 1950s and early 1960s witnessed debate the number and nature of these tasks. The debate was taxonomic, not theoretical. In the 1970s in order to perform effectively in the principalship, the functions of principalship were paid keen attention. It focused on the tasks that occupied the bulk of the principal's time and analyzed them according to the major competencies that were demonstrated by an effective school principal. In analyzing categories of administrative tasks, there were some different aspects according to the researcher and phase of the times. ②. Those in lorea The typical school in our early history was the one-room, one teacher school like Sodong as the institution of private education. Now principalship is professionalized. The tasks of educational administration in Korea can be said to have been influenced by them mainly of the U.S.A. Therefore theories of administrative tasks had a little bit different aspects between two countries.

學校行政家의 바람직한 人間觀에 관한 小考

林鍾徹 釜山敎育大學 1988 부산교육대학 논문집 Vol.24 No.1

Human behavior is a complex result of our intentions, our perception of the immediate situation, and our assumptions or beliefs about the situation and the people in it. In order to understand how organizations function, it is necessary first to understand how the people in those organizations function, especially the managers who make organizational decisions function. On that ground, it is important for managers to make decisions of the kinds of assumptins of human nature. The purpose of this study was to examine the school administrator's desirable view of human nature in school organizations. Firstly, the school administrator's view of human nature divided into three basic views and were surveyed as follows : ①traditional model ②human relations model ③human resources model. Secondly, each effectiveness from the viewpoint of the organizational health was discussed. Some of them could be summarized as follows : ① The school administrator's view of human nature had different characteristics in line with three eras like the scientific management era, the human relations era and the era of administrative theory. ②The school administrator's assumption about human nature changed the characteristics from the viewpoint of rational-economic assumption to that of humanistic view. ③The more the organization develops into humanizing, the more it takes on the disposition of open system. ④The view of human nature of the human resources model should be considered more desirable to the school administrator than the view of human nature of the traditional model and human relations model.