Development and Effect of Pre-Educational Program for Pre-Health Education PUBLIC Teacher’s School Health Practice

Purpose: This study was attempted to confirm the effect on resilience, teacher efficacy, and satisfaction after developing and applying pre-educational program as a way to improve resilience of pre-health education public teacher to school health practice. Method: Research design is a similar experimental study of one group pretest-posttest design. The subject of this study was a total of 8 pre-educational programs from September 4 to November 20, 2019, targeting 10 of sophomores at a university. The collected data were analyzed by descriptive statistics and Wilcoxon Signed-Rank Test using the SPSS/WIN 21.0 program. Results: There was a significant difference before and after the implementation of the pre-educational program in the area of activeness in technology acquisition(Z=-2.81, p=.005), excluding the future-oriented area(Z=-.97, p=.331) and the independence/risk-taking area(Z=-.15, p=.878), which are sub-areas of the resilience. There were statistically significant differences in all areas of teaching efficacy(Z=-2.54, p=.011), task-interpersonal efficacy(Z=-2.25, p=.024), community-linked efficacy(Z=-2.55 p=.011), and health service efficacy(Z=-2.04, p=.041), which are sub-areas of teacher efficacy. Satisfaction was found to have an overall average score of 22.80 out of 25. Conclusion: It was confirmed that the pre-educational program could be an intervention plan to increase the resilience and teacher efficacy of School Health Practice. In addition, post-educational programs are also needed to improve resilience such as future-oriented, independence/risk-taking to systematically operate educational practice.