Perceptions Of School Research Articles

Self-determination across the secondary-school years: how teachers and curriculum policy affect language learners’ motivation

ABSTRACT Motivation is argued to be a critical predictor of language learning success, but it is not clear whether motivation is equally relevant across compulsory and optional language education contexts. This study explored the motivation of adolescent Anglophone students of other languages across secondary school year groups with a particular interest in the impact of choice and curricular structure. Based on Self-Determination Theory, we developed a model that maintains that perceptions of autonomy support predict learners' sense of autonomy, in turn enhancings motivation. Through a survey of 1775 students aged 11-16, we tested whether this model holds for learners from different year groups, and in later years, across those in schools with and without mandatory language education. We found that all learners reported less autonomy frustration and were more likely to report a more autonomous form of language learning motivation if they perceived their language teacher as autonomy-supportive, but that as learners progressed through school perceptions of autonomy support declined. Further, we found that motivation was strongly associated with curriculum policies providing choice. These differences in motivational profiles across year group have implications for how teachers might support students' across different years and for programmatic adaptations that might facilitate students' learning.

Why Do Vocational High School Students Opt for College?

This study aims to elucidate how—and the underlying significance of their doing so—Korean vocational high school students decide to pursue university education rather than entering the workforce. Drawing on autoethnographic journals, the research employs a combination of Chang’s descriptive-realistic, confessional-emotive, and analytical-interpretive writing methods to convey personal experiences, including the background of students and their motivations for opting for university. As an autoethnographer, I have encountered the societal perceptions of Korean vocational high schools, issues with school curricula, and misunderstandings surrounding employment. Over time, I chronicled the documented process of choosing university education, and this has been facilitated by conversations with the homeroom teacher; I have endeavored to elucidate the sociocultural implications of each student’s experience through interpretive methods. This study’s findings are anticipated to enhance the understanding of the fundamentals of career education in the realm of secondary vocational education and to offer a valuable reference for vocational high school educators on how to guide their students effectively. Furthermore, it should provide educational perspectives and fresh insights for vocational educators and researchers worldwide, thereby facilitating enhancements in career education policies and systems for vocational students.

Examining Preschool Children’s Perceptions of School

The study employed a qualitative case study design to explore preschool children’s perceptions of school. The research involved 100 children aged 5–6 years from five different kindergartens during the fall semester of the 2022–2023 academic year. Data were collected through the ‘School Perception Interview Form’ and ‘School Picture Drawings’ to explore the children’s perceptions. To comprehensively analyze the collected data, the study employed content analysis, a common method used in qualitative data analysis. The content analysis process involved four stages: coding the data, identifying themes, organizing codes and themes, and describing and interpreting the findings. The study findings revealed that the children perceived school as a place for learning new things and experiencing happiness. Their favorite activity was art, and they enjoyed the school’s garden area. They preferred Lego/blocks and puzzles the most. Overall, they exhibited a positive attitude toward attending school, and their drawings depicted school buildings.

Advancing Equity: Supporting the Mental Health and Emotional Well-Being of Black Youth in the School Setting

This study examines the impact of societal challenges on the mental health of Black youth and explores strategies for school personnel to support their well-being. With heightened awareness due to COVID-19 and incidents of police brutality, this paper assesses effective practices for fostering a supportive educational environment. Utilizing hybrid coding and a two-round literature review via PubMed, gaps in the intersection of Adverse Childhood Experiences (ACEs) and Black youth's educational experiences were identified. Thematic analysis revealed crucial strategies for combating biases, discrimination, and enhancing school connection. Recommendations include training educators in cultural responsiveness, building strong relationships among school staff, students, along with their families, and improving engagement with Black youth to alleviate negative school perceptions. The paper underscores the urgency of addressing mental health disparities and suggests comprehensive approaches encompassing personal, interpersonal, and public policy interventions to support Black students' mental health.

Perceptions of Human Factors and patient safety education in undergraduate healthcare curricula: a pharmacy perspective

Abstract Introduction A recent systematic review identified a lack of formal patient safety (PS) education in undergraduate healthcare curricula1. Gaps were also identified in relation to teaching of Human Factors (HF) in this context. Aim This qualitative study aimed to examine the perceptions of School of Pharmacy faculty at an Irish university relating to PS/HF in undergraduate healthcare education. Methods Qualitative semi-structured interviews were conducted with seven School of Pharmacy faculty at an Irish university. Findings from a recent systematic review were used to inform research and interview questions.[1] Sampling was purposive and included lecturers from the disciplines of clinical pharmacy and pharmaceutics. Interviews were conducted, either in person or virtually, then transcribed and anonymised. Reflexive thematic analysis (TA) was chosen as the method of analysis, [2] conducted by the first author with input from the wider research team. Within the reflexive piece of this work was the drive to be informed by the lived experience of participants. In alignment with the principles of reflexive TA, an iterative approach was taken to data collection and analysis.[2] This approach informed a sample size which facilitated in-depth exploration of the topic. Results Seven interviews were conducted, and six key themes were derived from the analysis. These are presented in Table 1 along with the identified subthemes. Conclusion This study demonstrates gaps relating to HF/PS teaching in undergraduate pharmacy education in the Irish context. Findings of this study indicate that much PS learning is implicit and occurs while students are on clinical placement. Lack of synergy between the academic and clinical settings was identified as a gap. Interprofessional education was identified as a platform which may help bridge this gap. In agreement with previously published literature, there is a need for robust competency frameworks to underpin safety content.[1] These findings will inform future initiatives to develop HF and PS competency in undergraduate healthcare education. A limitation of this research is that all data were collected at a single university. A strength is that this study captures the lived experience of PS education from the perspective of academic staff at an Irish school of pharmacy which in 2015 made the transition to a new MPharm programme.

Sleep and mental health among Chinese adolescents: the chain-mediating role of physical health perception and school adjustment

ObjectiveSleep problems and their detrimental effects on adolescents’ physical and mental health have received substantial attention. Prior studies have focused mainly on the direct association between sleep and mental health; however, little is known about the underlying mediating mechanism. To address this gap, the present study constructed a chain mediation model to examine the association between sleep deficiency and mental health status in adolescents, by introducing two mediating variables-physical health perception and school adjustment.MethodsA sample of 7530 senior high school students completed a battery of self-report questionnaires measuring their sleep duration, mental health status, physical health perception, and school adjustment. Data were collected from the Database of Youth Health at Shandong University. All the measures showed good reliability and validity in the present study. Data were analyzed using SPSS 25.0 and the SPSS PROCESS.ResultsThe results were as follows: (1) Sleep duration was significantly associated with physical health perception and mental health. (2) Physical health perception partially mediated the association between sleep and mental health. (3) Physical health perception and school adjustment played a chain mediating role between sleep and mental health. In conclusion, sleep not only directly associated with mental health among adolescents, but also influences mental health by the chain mediating effect of perception of physical health and school adjustment.ConclusionThese findings in the present study contribute to understanding the mechanisms underlying the association between sleep and mental health and have important implications for interventions aimed at improving mental health status among adolescents in China. Our results indicated that promoting adequate sleep duration and improving sleep quality are possible key mental health promotion strategies for adolescents.

Socio-environmental factors associated with shifts in children's travel mode between 6 and 8 years

IntroductionActive school travel (AST) is an important contributor to child health, yet levels are low and declining in Aotearoa New Zealand. There is a paucity of research exploring change in AST over the earliest school years, a key life stage for setting AST habits for lifelong health gain. We aimed to measure transport mode shifts between 6 and 8 years of age, and identify factors associated with mode shifts. MethodsWe used data from the 6 and 8 year waves of the Growing Up in New Zealand Study, including 642 participants with AST measures at both times. Parents/caregivers were asked about their child's usual transport mode to/from school, perceptions about distance to school, school community cohesion, perceptions of their child at school, and a range of sociodemographic factors. At 8 years, children also self-reported perceptions of peer relationships and school. Factors associated with shifts from active to passive, and passive to active modes from 6 to 8 years were explored using stepwise logistic regression with backwards selection. ResultsAST was low at both time points (37% at 6 years, 34% at 8 years). Overall, 12% moved from active to passive modes and 9% moved from passive to active modes. Higher odds of shifting to active travel modes at 8 years were found for boys, living closer to school, parent-reported importance of living close to school, and child-reported peer relationships/liking school at 8 years. Only one factor was associated with changing to passive modes; for each one unit increase in school community cohesion at 6 years, the odds of changing to passive modes versus remaining with active modes was 15%. ConclusionFindings from this study highlight an urgent need for policy and practice to enable and encourage active travel modes for young children and their families.

Prioritizing Mental Health: A Cross-Sectional Investigation of Depression Prevalence and Risk Factors among Medical Students in Peshawar, Pakistan

Background: Depression is a significant problem among medical students worldwide, affecting their well-being and potentially compromising patient care. This study aimed to determine the prevalence of depression among medical students in Peshawar, Pakistan, and to identify the associated risk factors. Methods: A cross-sectional study was conducted from April to June 2023, involving medical students from seven colleges in Peshawar. We employed stratified sampling to distribute surveys to students. We collected data on socio-demographic characteristics, prevalence of depression using the Hospital Anxiety and Depression Scale (HADS), and depression risk factors. We used multivariate logistic regression, clustered by university, to assess factors associated with depression. Results: Out of 400 distributed questionnaires, 324 were returned (response rate: 81%). The participants' mean age was 21.70 ± 1.65 years, with 53.1% being females. The prevalence of depression was 19.4% and 26.2% were borderline cases. No variables were found to be significantly linked to depression in our multivariate regression model. However, male gender, year of study, experiencing discrimination or harassment in medical school, and having negative perceptions of medical school's impact on mental health had odds ratios above 1, with confidence intervals including the null value. Conclusion: This study reveals a high prevalence of depression among medical students in Peshawar, Pakistan. It emphasizes the need to address risk factors and establish support systems to minimize the impact of depression on students' well-being and academic performance. Further studies are necessary to identify modifiable factors associated with depression in medical students.

사립 특수학교 교사로서의 삶에 대한 내러티브 탐구

This study set out to understand the meaning of the lives and experiences of special educators working in private special school spaces. To this end, three special educators with close relationships to the researcher in the private special school space were selected as study participants. These three special educators had lived through different experiences with personal lived knowledge within the changes and culture of private special school employment. In order to explore the experiences and life stories of the participants in this study, the research was conducted as a narrative inquiry method that explored the three-dimensional space of the changes in teacher recruitment (temporality), the private special school, Hannam School (spatiality), and the sociocultural roles and perceptions of private special schools and the unique organizational culture of private special schools (sociality). The research process consisted of organizing field texts as life stories, and the researcher reconstructed them through retelling to understand how special education teachers who have lived in private special schools experience changes in self-esteem and self-perception. This exploratory process revealed that the experience of being a private special school teacher was shaped by multiple dimensions of time and space. This meant that the participants’ experiences as private special school teachers were shaped by the temporality of their past, resent, and future, as well as by their internal and external perceptions and cultural differences. The research participants used the metaphor of a “well” to represent these experiences, and they drew their own experiences from the “well” space. The construction of these experiences provides an understanding of the lives and experiences of teachers in private special schools and allows us to rethink the changes and developments in private special schools in the field of special education. In addition, it was an opportunity for special education teachers working in private special schools to consolidate their role of ownership in the field and gain momentum for new challenges.

잠비아 청소년의 장기결석 관련요인 연구

The purpose of this study was to review student and school-level variables related to long-term absenteeism about Zambia’s adolescents, focusing on the problem in terms of educational opportunities and the risk of school interruption in Africa, and to explore ways to prevent long-term absenteeism. To explore the relationship between student-level and school-level characteristics with Zambia adolescent’s long-term absenteeism experience, a two-level multilevel anaylsis was conducted with HLM 8.2, using data from 2,334 students in 130 schools of Zambia’s PISA-D sample.
 The main findings are, first, Zambia’s adolescents’ long-term absenteeism experience has statistically significant differences between schools. Second, among the characteristics of the school level on the long-term absenteeism experience of Zambia’s adolescents, the number of full-time teachers was found to have a positive effect on long-term absenteeism. Third, among the characteristics on the student level, it was found that the positive perception of school had a negative effect. Fourth, among the characteristics on the student level, school retention experience was found to have a positive effect, and lastly, among the characteristics on the student level, reading achievement was found to have a negative effect.
 When implementing policies to prevent long-term absenteeism in the future, it is necessary to consider the variables that were statistically significant in this study. Also, since the concepts related to long-term absenteeism have not been broadly and clearly agreed upon, it is necessary to meta-analyze domestic and international studies on similar concepts to derive consensus and allow more in-depth discussions. If the discussion is made based on clear concept, a more effective plan for the prevention and intervention strategy for long-term absentee adolescents may be suggested.

“It’s a Chance, Not a Choice”: Black Families, School Choice, and Gentrification in Washington, D.C.

Background: Public education reforms, such as expanded school choice, have become a critical lever for remaking urban landscapes. These reforms often aim to attract and retain affluent and White families in urban schools, so scholars have examined how these parents navigate the perceived risk of choosing these schools for their children. Purpose: This paper extends this scholarship to understand how other families experience these reforms in gentrifying landscapes. We ask: (1) How do Black parents navigate school selection in a gentrifying and expansive education marketplace? (2) How do Black parents’ perceptions of schooling shape their approach to school selection? (3) How do parents’ positionalities (e.g., gender, class, place attachments, and tenure in the city) influence their experiences? Research Design: We leverage a qualitative meta-analysis design that pools data from three separately conducted studies of gentrification in Washington, D.C. For this analysis, we center on 34 Black parents’ experiences as they navigate school selection. We reanalyzed data through the lens of critical spatial and racial theories. We paid particular attention to participants’ attachments to place, their perceptions of their choices, the school and neighborhood attributes participants valued, and how they navigated school selection. Findings: Parents considered a broad range of school and neighborhood characteristics as they constructed their choice sets. As they searched for schools, Black parents made a series of racialized compromises to find schools they perceived to be racially, physically, and socially safe for their children. Parents, for example, negotiated their desire for academic rigor with their perception of schools’ social climates and their perceptions that schools would be racially affirming and inclusive. Place and space were essential to parents’ choice set construction. Schools’ physical locations and perceptions of safety influenced whether parents viewed schools as viable options for their children. Conclusion: Our study underscores the multiple factors that bound choice set construction. Critically, Black parents’ experiences as they navigated school selection suggest that the expansive educational marketplace offered a “chance, not a choice” at high-quality educational opportunities.

Challenges and Risk Factors of Early Leaving from IVET: Perceptions of Students and Schools´ Staff

A concern across many vocational education systems is the high dropout rate from their programs. This problem is likely to be exacerbated at time of low unemployment rates when employers are less demanding about the certification of skills at the time of employment. This qualitative study examines the factors associated with students leaving early from Initial Vocational Education and Training (IVET) institutions in Estonia. The study analyses the challenges and potential risk factors of IVET early leaving from both the students and staff members points of view. The research participants were 20 Estonian IVET students and 12 staff members from various vocational schools. The study highlights the complex interplay of students’ challenges and emphasises the importance of addressing them to promote retention and success in vocational education and training programmes. The study employs the Self-Determination Theory, more specifically, the conceptual frame of basic psychological needs to interpret the data. The results of the research indicate that students at risk are mainly shaped by their primary school experience prior to vocational school, with teachers and peers as the main influencers.

THE CONNECTION BETWEEN SCHOOL AND CLASS CLIMATE

Although there is no generally accepted definition of school climate and a single position on its dimensions, most authors agree that school climate is a multidimensional and complex construct, which refers to the quality and character of school life. Educational reforms that want to improve the quality of learning, but also improve the educational effect of the school, should not ignore that the school climate is one of the most researched school phenomena that affects the behavior and life of all participants in school life. In addition to the definition of school climate and other terms that conceptually overlap with school climate or other aspects of school life, it is necessary to define school climate and classroom climate. In contrast to school climate, classroom climate refers to social interactions in the classroom, student expectations for behavior, and school performance, but also to the physical characteristics of the classroom or the “intellectual, social, emotional, and physical environment in which students learn”. Classroom climate refers to the perception of the classroom environment, and school climate refers to the perception of the entire school. Classroom climate affects the perception of school climate as a more comprehensive phenomenon. The school climate’s perception depends on individual factors and the classroom climate. Teachers are the ones who represent one of the main factors in shaping students school experiences. A study conducted by Hallinan (2008) indicated that the teacher-student relationship predicts student commitment to school. Two special dimensions of that relationship are social and emotional support for students and teachers expectations of students. Students and teachers perceive the school climate more favorably when they feel safe and when aggression and victimization are not frequent. Students who feel safe at school are better adjusted, exhibit less delinquent and aggressive behavior, and report higher self-esteem. By improving the school climate, and especially the relationship between teachers and students, by establishing fair rules in the school and respecting diversity, the students behavioral, cognitive, and emotional engagement in school is affected, which further affects various areas of the student’s life, such as student well-being or and their academic achievement.

Kappan call for manuscripts, 2024-25

Phi Delta Kappan is committed to publishing lively articles and commentary on a wide range of themes related to preK-12 education. Themes for 2024-25 include: public perception of schools, education for mastery, attendance and absenteeism, the math education students need, understanding today’s students, finding funding, addressing student learning, and the new generation of educators.

The Effect of Prejudice and Discrimination Education Given to University Students on Gender Perception and Attitude

University education may influence attitudes toward gender roles. The awareness of students in the field of health services about the gender inequalities they will encounter both during the education process and in the future while providing health services will play a role in providing health services in a more effective and equitable way. In order for university students to approach men and women with an egalitarian perspective at an early age, their gender stereotypes must first decrease and their perspectives on social relations must change positively. Therefore, university education can play an important role in influencing gender perception and attitudes towards gender roles. There is no special course on prejudice and discrimination in the training programs of Vocational Schools of Health Services that train health technicians in Turkey. Based on this, this study aimed to examine the effect of the training program given to raise awareness of prejudice, stereotypes and discrimination on the gender perception and attitude of students who will provide health care in the future. For this purpose, answers were sought to the following questions: Is there a difference in students' gender perceptions of prejudice and discrimination before and after training? Are there any differences in students' gender role attitudes regarding prejudice and discrimination before and after education? Is there a relationship between gender perception and attitudes towards gender roles? As a method, a single-group the pretest-posttest semi-experimental method was used. The research was conducted with students taking the Prejudice and Discrimination course at the Vocational School of Health Services. 95 second-grade students participated in the research. The reason why sophomore students from the Disabled Care and Rehabilitation program, the Pharmacy Services program, and the Occupational Therapy Program were selected in the study is that the "Prejudice and Discrimination" course is given in the second-grade student spring semester. Descriptive Information Form, Gender Roles Attitude Scale (GRAS), and Gender Perception Scale (GPS) were used to collect data. Before the course program started, GRAS and GPS were administered to the participants as a pretest. Afterwards, a fourteen-week course period on "Prejudice and Discrimination" was carried out. At the end of the course, GRAS and GPS were administered to the participants as posttests. According to the students' descriptive characteristics, it was found that the mean age of the participants in the study was 21.6±3.3, and that 73.7% of them were female. According to the study, most students' mothers (56.9%) and fathers (38.9%) had completed elementary school. The families of 73.7% of the participants are nuclear families. The students' average number of siblings was found to be 2.8±2.1, and the majority (51.6%) of them had both brothers and sisters. The investigation discovered that 43.2% of the students lived primarily in the city center. Most students who participated in the study said that the Black Sea region was where they spent most of their lives (46.3%). The research revealed that prejudice and discrimination training provided via online distance education methods did not affect the gender perception and gender role attitudes of second-year Vocational School of Health Services students (respectively; p = 0.890, p = 0.976). However, a positive relationship was found between gender perception and attitudes towards gender roles (pretest r = 0,825, p < 0,01; posttest r = 0,893, p< 0,01). While the total scale score of women was higher than men according to GPS and GRAS scores according to sex before the training (GPS, p = 0.002; GRAS, p

How vocational school principals perceive their role

ABSTRACT This study examines how vocational school principals in Israel perceive their role. A qualitative methodology was applied, with data derived from semi-structured interviews of 22 vocational school principals. We adopted a thematic analysis approach to analyze the interview transcripts, revealing three major themes: (1) the principals’ professional paths and motivations; (2) the principals’ perceptions of vocational school as a space of marginality and its ramifications; (3) the impact of the vocational students’ marginality on the principal’s role. The article discusses the principals’ descriptions of their role in the context of the ‘coalition of despair’, highlighting how education and welfare professionals’ experiences parallel those of the marginalized populations they serve. Moreover, the impact of the principals’ perception of their role in social inequality is addressed.

The Subjectivity of the Grading Evaluation System in the Religious Class in Greece - A New Approach

Abstract Introduction: The grading process in secondary education is always challenging to navigate since the subjective dimension of the human parameter always seems to interfere dynamically in combination with the variety of the submitted assessment questions grounded on the grading teacher’s style. The central questions asked are: a) what are the applied assessment styles among Greek Religious Education (RE) teachers? b) What are their main assessment criteria? Moreover, c) What kind of evaluation plans are used to benefit the students? The above assessment issue is affected by the culture and mentality of each teacher. Methods: The method uses a quantitative survey designed by Google Forms to research the grading and topic patterns used by RE teachers and colleagues of humanities during their class assessments, both oral and written. Results: RE teachers have particular inclinations concerning the students’ assessment issues. They consider their discipline demanding and often prefer to apply written form assessments in class. Moreover, more methods emerged, which belong to the new school perception but are still placed statistically as auxiliary assessment weaponry. Microsoft Excel was also used for data visualization and quantitative analysis. Discussion: The assessment point of view might differ in each subject’s nature and, indeed, be planned by the objectives of each teacher. However, RE teachers and affiliated colleagues (literature teachers – affiliated colleagues should prioritise adjusting knowledge to the social realm. Limitations: The present research paper aims to stimulate educational interest regarding RE evaluation subjectivity by converting some subjective elements into precise statistical questions. Therefore, the questions used were a few but accurate, while the magnitude of the participants needed to be bigger, hindering the accumulation of more statistical information. Conclusions: Written-test assessments are prioritized, though oral inquiries are vital to the RE teachers’ methodology because of time scheduling issues explained throughout the text. The whole assessment scenery is grounded on the fact that RE discipline is considered demanding and essential. Some statistical inconsistencies undergird the necessity of applying knowledge in the social praxis to benefit Greek society. The latter lack is a drawback.

The Impact of School Closures on Childrens Stress Perception During the Covid-19 Lockdown in Germany

The present study addresses the effects of school closures during the second COVID-19 lockdown in January and February 2021 on children's feelings of stress. Numerous quantitative studies have already proven the adverse effects of school closures during the first lockdown on the stress perception of children and adolescents. In contrast, the present study uses a qualitative research format to take a closer look at the personal perspectives of children during the second lockdown. Twelve telephone interviews were conducted between February 4, 2021, and February 22, 2021, to collect data on the organization of distance learning, leisure behavior, stress symptomatology, current concerns, perceptions of school under distance learning, and perceptions of school before the school closures. Data analysis demonstrated a strong influence of loneliness, classroom management, and leisure behavior on children's perceptions of stress. Furthermore, correlations were found between school closures, stress vulnerability, and stress perception.

Arah dan Strategi Pembinaan Akhlak Santri di Pondok Pesantren Al Yasini Pasuruan

Abstract
 The direction and strategy of moral development must continue to be carried out and developed in order to prepare an excellent and civilized generation for the future. Therefore, in this regard, the researcher conducted a study on "The Direction and Strategies of Moral Development for Students (Santri) at Al Yasini Islamic Boarding School in Pasuruan." This research aims to describe the direction and strategies for moral development of students (Santri) at Al Yasini Islamic Boarding School in Pasuruan. This study used a qualitative approach with the natural environment as the direct source of data. The data collection procedures included observation, interviews, and documentation. The researcher used descriptive qualitative data analysis techniques for analysis.
 The results of this study indicate that the direction of moral development for students (Santri) is aimed at implementing Islamic teachings, shaping the personality of students, and equipping them to live in society. Meanwhile, the strategies for moral development of Santri are carried out through the Islamic boarding school curriculum, advice and guidance (mauidah hasanah), role modeling (uswatun hasanah), and the habituation of an Islamic way of life. The implications of this research include changes in the behavior of Santri, a more Islamic environment within the boarding school, and an improved public perception of the boarding school.

토픽모델링을 활용한 재미한글학교에 대한 학교장의 인식 탐색

This research aims to extract key keywords perceived by school principals in the context of Korean Language Schools in the United States. Schools and analyze the topic modeling of their perceptions. After reviewing previous studies related to the perceptions of Korean language schools and their constituents, interviews were conducted with principals currently in service of Korean Language Schools in the United States. After data cleaning, keyword frequency analysis, word cloud visualization, centrality analysis, and topic modeling analysis were conducted. The research results showed that the key perception keywords of school principals regarding Korean Language Schools in the United States ranked highest as students, teachers, Korean language, school, and Korea. According to centrality analysis, keywords like students, teachers, Korean language, and school exhibited numerous connection relationships, short connection distances, many connections with important nodes, and acted as mediators. Finally, the topics were named as Topic1 to Topic4, including interpersonal relationships, mutual cooperation, school management, teaching and learning, and curriculum. Keywords for each group were extracted, and topic modeling was conducted. The analysis revealed that Topic1, Topic5, Topic2, and Topic3 groups were connected, centered around keywords such as foreign, textbooks, and teacher recruitment, while Topic4 group appeared separately without connections to other groups. Based on the results, it is expected that these findings can be used as a resource to understand the actual state of Korean Language Schools in the United States and contribute to their development in the future.