This study clarified the actual conditions of housing education and the housing education skills by comparison of school type.
The main findings are as follows.
1) The percentage of hours of classes in the housing education is about 10% of the whole and less than in other educational fields. Junior high school is about 3 hours more than high school, but both junior high school teachers and high school teachers think that it is not enough in the present situation, and the teacher thinks that the ideal number of class hours is required 3 to 5 hours more than the current situation.
2) The number of items to be implemented in the class content is about 2 more items for junior high school than for high school. In junior high school there are many basic class contents. In high school there are relatively many developmental and professional class contents. Many of the junior high school teachers and high school teachers think that it is difficult to implement even though they think the developmental and professional class contents are necessary.
3) The number of items offered by the teaching method is higher in junior high school than in high school. In junior high school there are relatively many students' subjective and experiential teaching methods such as active learning.
4) Home economics teaching years and the times of participate in workshops for housing has junior high school less than high school, and the number of credits for housing education is almost the same.
5) Teacher's educational confidence is high in food education, clothing education, childcare education, low housing education. Skill in class content and skill in teaching method is higher for junior high school than for high school. Especially in junior high school there are high skill in teaching method, in addition, there are many things that both skill in class content and skill in teaching method are high.
6) Both in junior high school and high school, educational outcomes is higher as the confidence of housing education and housing education skills are higher, Therefore, the housing education skills defined in this research is effective for regulating teacher's housing education skills both in junior high school and high school. Because of the differences in curriculum, the number of items of class content and teaching method implementation is higher in junior high school than in high school, and housing education skills are better than high school than junior high school. Therefore, when comparing over the school type with the definition of the same housing education skills, we must pay attention to the number of years of home economics teaching that affects housing education skills, the times of participate in workshops for housing, and the number of credits for housing education subjects.
7) Teacher's important awareness of housing education and participate in workshops for housing is higher for high school than junior high school, and evaluation of housing educational environment is very dissatisfied in both junior high school and high school. Participation intention of non-participation in housing education training is higher as the housing education skills is lower, and both junior and senior high schools are not specialized in home economics, 0 times of training, less than 4 credits, and intention not to participate with non-affirmative teachers of housing and living environment consciousness.
8) A higher awareness of positive affirmation of housing and living environments for teachers with higher confidence of housing education and higher housing education skills. Confidence and housing education skills and these awareness improvements are interrelated.
