Christianity is the religion of stories. It is full of stories of God and his Son, Jesus Christ, and stories of christians. Thus, it is impossible to discuss Christianity without stories. Therefore, Christian education should be story-centered. But, in church, where Christian education takes place, the stories are delivered to learners as superficial ones. This research suggests narrative-based exploration-centered education and faith experience- centered education as a new alternative to existing Christian education which has been deteriorated as content-centered teaching and superficial teaching lacking the application of God’s words to real life. The purpose of this study is to develop Christian curriculum based on the narrative curriculum of Lauritzen and Jaeger. The frame and direction of development are micro development, and consist of unit reorganization, suggestion of exploratory goal, development of class model, designing of teaching and learning process, and evaluation.

Teacher job satisfaction plays a key role in influencing a quality teaching workforce and student success. This article presented an analytical framework comprising teacher, classroom and school factors, and tested it by applying a three-level modeling technique with data drawn from 11 high-performing systems that participated in Teaching and Learning International Survey (TALIS) 2013. The quantitative results show that: (1) at the teacher level, higher self-efficacy is associated with higher job satisfaction; more effective professional development and collaboration are associated with higher job satisfaction; mid-career teachers tend to be the least satisfied group compared with young and old teachers. (2) at the classroom level, teaching larger classes is associated with lower satisfaction, while teaching classes with higher percentage of low achievers or low socioeconomic students is associated with lower satisfaction; (3) at the school level, student-teacher relationship is significantly positively associated with job satisfaction. The article concludes with implications for policy makers and educators across countries.

Republic of Korea is seeking innovation in public education that responds to rapid changes in international society and prepares for the future. In recent years, there have been many studies on IB programs in Korean academic area. This is because IB is expected to improve problems derived from chronic teaching by rote in Korea and contribute to innovation in public education. Also, as IB and 2015 revised national curriculum in Korea have expected learners and core competencies in common, it will be an opportunity to strengthen the linkage among curriculum, instruction, and evaluation. This study explored IB introduction process and tasks in the Daegu Metropolitan Office of Education, Republic of Korea as Daegu has paid attention to the change of public education and educational competitiveness. By seeking the ideal IB settlement plan, which is suitable for the educational climate in Daegu, this study expects that IB will contribute to the advancement of the Korean curriculum. Furthermore, IB will act as a power to promoting global education.

In the last several years, as a way to innovate the Korean education, International Baccalaureate (IB) programmes have been promoted by two provinces, in the Republic of Korea: Jeju and Daegu. However, there are still pros and cons about introducing IB into public education. For a stable settlement of these programmes, several concerns should be addressed. Therefore, the present study analyzes trends and issues associated with IB programmes in Jeju and Daegu. The two provinces, Jeju and Daegu, reached a consensus with IBO to introduce IB programmes in the Korean language and to operate them from elementary education to secondary education. Accordingly, since 2017, these programmes have been promoted, starting in Jeju. In early 2020, nine schools in Daegu have become official candidate schools, while other schools in both Jeju and Daegu will become candidates in the nearest future. For a stable operation, five issues should be addressed. First, there is the issue of cost. IB programmes are not free, so regional government should continuously secure a budget, as the number of IB schools will increase. Second, since IB programmes are originally derived from the West, we should consider other programmes that could substitute IB programmes if problems with their implementation in Korea emerge. Third, considering that IB programmes are currently introduced only in several schools, public education should secure equal educational opportunities. Fourth, as IB programmes’ content knowledge focuses on universal and Western-based disciplines, in order to secure the Korean national identity, additional knowledge education about Korea should be implemented. Finally, as IB programmes are basically academic ones, the way to support students with low academic performance should also be explored.