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2016年度～2017年度 科学研究費助成事業(研究活動スタート支援)研究成果報告書, publisher

This paper is an attempt of looking hard at the violent nature of teacher existence. To do it, this paper focuses on corporal punishments which are the model of the violent nature of teacher existence. Problems of corporal punishments were discussed as right-wrong problem. But, it is nonsense because corporal punishments have already occurred. Therefore, we have to stop judging corporal punishments right or wrong, and expose the violent nature of teacher existence that producing corporal punishments. We cannot discuss about solutions of corporal punishments till it is attempted. This paper’s conclusion is following: 1) the essence of school that attempting to change students is violence and organizes the violent nature of teacher existence. 2) when teachers cannot control students, they use corporal punishments to restore their authority. 3) when teachers want to be good teacher and get some crisis, they use corporal punishments to protect themselves. 1) is never got rid of till we continue to carry on school education. 2) can be prevented with getting of teacher existence. is a principle that students depend on teachers voluntary. 3) can be prevented by self-reflection of teachers. Teachers should think that“ why do I want to be a teacher” and“ what is educational destination that I want to go to”.

The purpose of this study is to deal with a theoretical framework for Shokuinshitsu (faculty room) culture different from the organizational climate and culture understood by educational administration theory. Furthermore, through analysis of episodes at working schools, which had the greatest effect on one’s way of life as a teacher, we will gain fundamental opinions aimed at construction of a Shokuinshitsu culture. As a result, we understood Shokuinshitsu culture as “the whole of education skills and ideas / behaviors cherished over many years as something as value at each school,” and Shokuinshitsu culture was found to possibly affect the “development of distinctive, open schools” and the professional development as a teacher. Furthermore, we used text mining to analyze the data from 1,344 teachers currently working in elementary & middle schools to investigate episodes at working schools which had the greatest effect on their way of life as teachers. As a result, it became clear that episodes of learning from one’s students & their protectors, episodes of learning from colleagues in one’s school, and episodes of learning from accumulated various educational practice can have an effect on one’s way of life and professional development as a teacher., 本研究は，科学研究費補助金 基盤研究（C）「特色ある開かれた学校づくりに資する職員室文化の発掘と継承に関する研究」（研究課題番号：23531060，研究代表者：林孝）の成果の一部である。

2011年度～2014年度 科学研究費補助金(基盤研究(C))研究成果報告書, publisher

本研究では、特別支援学校に勤務する教員におけるメンタルヘルスの現状を明らかにすることを目的とする。実施したメンタルヘルスチェックの精神健康度(GHQ28)分析結果より、特別支援学校に勤務する教員の67％が精神健康に何らかの問題があることが明らかとなった。また、通算教職年数の長い教員は若手教員に比べ、能力開発・福利厚生・生活サポートの面で不満を抱えていることが明らかとなった。さらに、教員は職務または同僚や顧客との関係に不満があるほど、自身の社会的活動障害へつながることが示された。

本研究では、特別支援教育に携わる教員におけるメンタルヘルスの現状を明らかにすることを目的とする。特別支援学校教諭免許状を未取得で特別支援教育に携わる教員に対する精神健康度(GHQ28) の分析結果から、特別支援教育に携わる教員の約60%が精神健康に何らかの問題があることが明らかとなった。また、男女差と精神健康度、教職経験年数と精神健康度には関連性がないことが示唆された。また特別支援教育に携わる教師の専門性において、特に教師がストレスにつながるとした項目について検討を行った。

The purpose of this experiment was to investigate the classification based on the improvement of nonverbal behavior skills through elementary school teacher training curriculums. For this purpose, we selected 30 elementary school teacher training curriculums which are necessary conditions for becoming teachers. Twenty university students were asked to evaluate each curriculum based on the effect of improving teacher's nonverbal behaviors. The results showed (1) elementary school teacher training curriculums can improve university student's nonverbal behaviors, (2) five clusters was extracted on the basis of improvement on nonverbal behaviors through elementary school teacher training curriculums, and (3) each cluster has the characteristic of the improvement rating. On the basis of the results of this study, we discussed the problems of the future of the elementary school teacher training curriculum's studies for improving nonverbal behaviors.

The aim of this study is to examine what kind of abilities are developed in children through dairy farming education. With this aim, a survey comprising 48 items was conducted with 103 teachers and 187 dairy farmers. The results of this study showed that teachers thought that the abilities to develop in children through dairy farming education were "knowledge / skill" "concern / motivation / attitude" "skill / attitude to relate to bait". In addition, dairy farmers thought that the abilities to develop in children through dairy farming education were "a concern / motivation / attitude" "knowledge" "technology" "skill / attitude to relate to bait".

The present paper is a report of the survey research that was carried out to investigate how teachers would be supporting students with Attention-Deficit Hyperactivity Disorder (ADHD). The questionnaire inquiring behavioral features of ADHD and difficulty in supporting was sent for the teachers who take charge of pupils with ADHD. The results indicated that the problems that teachers experienced most frequently thus requiring urgency involved a variety of repulsive behaviors the students with ADHD. By way of illustration, it was reported that there were students who would often run away from the classroom, behaved impulsively, and so forth. There were also those students who were reportedly not able to get along with peers, who even displayed rebellious behaviors toward teachers. Teachers in charge of a special class for such students wished to take part in in-service training courses. They also requested that a network system be established between teachers, parents, and medical institutions. The paper concludes with a proposal that a comprehensive system be established, whereby all the parties concerned would become able to cooperate with each other.

The purpose of this paper is to clarify the relationship between the teachers' mental health and their demographic factors in rural China. Choosing 428 primary and middle school teachers as sample, adopting the "SCL-90 symptom measure form" as survey tool, and using the two methods - measurement and questionnaire as integrated way, the author made an empirical research concerning the mental health conditions of teachers. The research results are as follows: 1. The mental health level of teachers in Xinjiang-Uygur province is lower than that of the ordinary pattern in the China, and the survey result shows significant differences between them. (p<0.001) 2. In mental health levels, there is no significant difference at 5% level among primary and middle school teachers. 3. The mental health level of the female teachers' is lower than that of the male teachers. But, there is no significant difference among them. 4. The mental health level of the teachers in terms of the length of teaching experience is differs significantly. The research results showed that the teachers with over 7 to 18 year's teaching experience are at lower mental health level. 5. The teachers who have different levels of education have different mental health levels. In addition to these quantitative results, the descriptive survey suggests what kind of administrative face and support system should be taken for the rural teachers based on the facts that rural teachers have serious problems of mental health, some effective measures are needed to release them from these problem. In this research, the relationship between mental health and teaching ability of teacher is not included in the focus and analysis.

本研究では, まずメタ認知に対する教師の用語理解, メタ認知を促すような支援(以下, メタ認知的支援とする)についての教師の意識と実態を明らかにし, 次に子どものメタ認知能力育成へ向けての示唆を導出することを目的とした。 小・中学校教師に対する質問紙調査の結果, 次の4点が明らかになった。①多くの教師はメタ認知という用語を理解していない, ②教師はメタ認知的支援を行うことを重要だと捉えて行っているが, 実際の支援には意識が十分反映されていない, ③用語を理解している教師は, 理解していない教師よりもメタ認知的支援の頻度が高い, ④中堅教師と熟練教師ともに, 若手教師よりもメタ認知的支援の頻度が高い。 そして, 子どものメタ認知能力育成へ向けての示唆として, 次の2点を導出した。(1)用語理解を含めたメタ認知的支援の重要性や必要性について, 教師の意識を高める, (2)教師に対し, 具体的なメタ認知的支援の方法の習得を促す。, The purposes of this study were to reveal teachers' understanding of the terminology "metacognition", and their awareness and practice of metacognitive support, support that promotes metacognitive activities; and to draw implications for the development of children's metacognitive skills. The findings of a questionnaire investigation of elementary school and junior high school teachers are described as follows: (1) Many teachers did not understand the terminology "metacognition"; (2) Although teachers were aware of the importance of metacognitive support, they could not bring this awareness to their practice; (3) The teachers who understood the terminology used metacognitive support more frequently than those who did not; (4) Teachers with average to high levels of experience used metacognitive support more frequently than novice teachers. This study implies the following two points. First, it is important to make teachers aware of the importance and the need for metacognitive support, including the understanding of the terminology. In addition, it is important to recommend teachers to learn concrete ways of providing metacognitive support.

はじめに : 2002年度から小・中学校で本格的に実施された「総合的な学習の時間」は, さまざまな紆余曲折を経ながらも, その始動から1年を迎えた。そして, 2003年度からは, 高等学校でも行われる。……