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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.

教師の2つの指導性機能間の関連について、従来の教師の指導行動研究の結果を概観した。その結果、2つの指導性間の関連は、統合、独立、対立と、研究によって様々であること、その背景として、研究上の仮説の違い、調査の方法論の違い、指導性機能に対応すると仮定した指導行動内容の違いが挙げられた。学級活動での課題性の検討、各指導性機能に対応する指導行動内容の再検討の必要性が示唆された。

[要旨] 近年、大学入試制度の変容により、英語嫌いの学生が、英語を勉強せずに入学することが可能になってきた。英語への苦手意識をあらわにする学生を強制的に授業に参加させることは、教師・学生双方にとって苦痛であり、学生の英語嫌いを助長することになる。本研究では、英語が苦手な学生を対象としてアクション・リサーチを行い、教師が授業を振り返り、学生の英語力やクラスの特性に合うよう指導法を見直すことによって、学生の学習姿勢を改善することを目的とした。まず授業における問題点を整理し、指導の過程で学生が自ら授業に参加したいと思うような工夫を凝らし、動機づけを高める励ましのフィードバックを与えた。結果、学生の学習姿勢が大きく改善し、自ら進んで課題に取り組むようになった。アクション・リサーチは、授業の質を高めることを目指す教師にとって非常に有効な研究手法であり、教師と学生の信頼関係構築にも大きく貢献する手段であると言える。 [Abstract] In recent years, a change in university entrance system has allowed students who do not like English and have not studied it to enroll at universities. At university, however, students are forced to take English classes, which are a burden on both teachers and students, and which increase students' loathing for the English language. This study was undertaken to promote a positive learning attitude in sports-recommended students reluctant to learn English. The author modified the lesson plans to meet students' English abilities and characteristic profiles through an action research. She considered the problems confronting the students and then came up with various ideas and solutions, and further provided encouragement to motivate students. As a result, students participated enthusiastically and demonstrated a positive attitude toward English learning. Action research was shown to be an effective method for the teachers who are attempting to raise the quality of learning in a class, and it also contributes to creating a strong relationship between teachers and students.

ObjectivesWe developed an extended HIV prevention program for students, parents, and school teachers, and then evaluated its effectiveness.MethodsThe participants were 490 students, aged 13–14 years, attending four public junior high schools in Saga Prefecture, Japan. They were divided into two groups: control and intervention. All the students received group education by health professionals. In the control group, students received only two group education sessions given by health professionals. In the intervention group, there were three intervention components: parent education, teacher education, and student individual counseling by health professionals. Before and 3 months after the intervention, participants underwent evaluation of their frequency of communication about AIDS with parents or teachers, their knowledge of HIV/AIDS, and attitudes to sexual intercourse, self-esteem, and high-risk behavior.ResultsA total of 135 students (80 boys and 55 girls) from the intervention group and 236 students (115 boys and 121 girls) from the control group participated in the evaluation 3 months after intervention. Adolescents in the intervention group showed more positive changes than those in the control group from baseline to follow-up. Intervention had a significant impact on the frequency of communication about AIDS with teachers (p = 0.027) and HIV/AIDS knowledge among females (p = 0.023), and intervention also had a significant impact on refusal of sexual activity by males (p = 0.045).ConclusionsThese findings suggest that effective prevention of HIV might be achieved by an expanded education program for students and teachers such as that described, and individual counseling that takes into consideration the sexual differences of Japanese adolescents., Regular Article

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".

本研究では，学級集団と児童･生徒個人に及ぼす教師の潜在的な影響力を明らかにするため，大学生500人（男性250人･女性250人）に，小4から中3までの担任教師の中で学級の多くの子ども達がよく指示に従っていた教師を1人想起させ，教師の指示に従う理由を項目内容にした39項目の質問紙について回答を求めた。次に，小4から中3までの担任教師の中で自分自身がよく指示に従っていた教師を1人想起させ，同様に答えさせた。回答を因子分析した結果，学級，個人への教師の潜在的な影響力の2つの因子構造はよく似ており，｢親近･明朗性｣，｢自信･一貫性｣，｢威圧感｣，｢罰｣，｢正当性｣，｢授業力｣，｢受容｣の7つの因子が抽出された。中でも｢親近･明朗性｣，｢自信･一貫性｣，｢受容｣の3つが大きく認知されており，影響を与えるための重要な因子であることがわかった。また，性差や学校段階の差についても検討をおこなった。その結果，女子は男子より教師の日々繰り返される指導行動から得られる教師像を潜在的な影響力としてとらえやすいということ，男子は女子より怖さに影響されている可能性が大きいということが分かった。さらに，学校段階の差としては，中学校に比べ小学校段階では，教師という職業や役割を潜在的な影響力として大きくとらえていることがわかった。

Article, 信州大学教育学部研究論集 3: 127-140(2010)

本稿では,教育現場における児童･生徒に対する教師の影響力に焦点を当て,先行研究を以下の視点で概観する｡まず,これまでの教師の影響力の先行研究においては,教師の指導行動を場面ごとに分けて考えることがなかったことより,本研究において,具体的な三つの指導行動場面（①学級集団全体を対象にした指導行動場面 ②学級集団の中にいる児童･生徒個人を対象にした指導行動場面 ③個別指導時の児童･生徒個人を対象にした指導行動場面）を設定し,それぞれの場面ごとに従来の研究を整理する｡また,これまでは,学級集団,児童･生徒個人のどちらか一方への影響のみを検討している研究が多かったので,教師の影 響の及ぶ範囲にも視点を置き,先行研究をまとめていく｡さらに,それらを踏まえて,学級経営の実践的諸問題へ対応するため,教師の影響過程の全体的構造を把握できる理論的モデルを提示する｡

This study focused on how elementary school teachers, who are adept at human communication, committed themselves to children. Nineteen teachers wrote reports by adopting six themes from the model of children’s personality （Yamashita 1999）. The results obtained were based on the six themes which were as follows : (1) consistency in the teachers’ words and actions, (2) pleasant learning experiences provided to the children, (3) job satisfaction, (4) acceptance of the children’s actions, (5) various angles for flexibility, and (6) confidence in the children’s capabilities. The results of the report revealed that in terms of the six themes, experienced elementary school teachers committed themselves to all the children in the elementary school irrespective of personality.

The purpose of this study was to examine the factor-structure of teachers' burnout using the Japanese language version of the Maslach Burnout Inventory with exploratory and confirmatory factor analysis. The participants in the survey were 247 teachers (male = 100, female = 147). Exploratory factor analysis of the MBI indicated that items high loaded 'emotional exhaustion' were factored in a 2 factor-structure. Confirmatory factor analysis indicated that the three-factor model with three inter-correlated factors provided a fit superior to other models. However, the model fit indices were not sufficiently high. An extremely strong correlation was also observed between 'emotional exhaustion' and 'depersonalization.' Some implications for future research on teachers' burnout are discussed.

application/pdf, 紀要論文, 筆者らは、教師の実践的思考の解明を目的としたマルチ・メソッド研究の一環として、教師のビリーフ研究に取り組んでいる。ビリーフ研究ではPAC分析も使用するため、パイロット研究として協力者XにHALBAUを使ってPAC分析を行った。その後、同データをSPSSで分析したところ、HALBAUとは異なるクラスター構造が現れた。そこで、Xに再度インタビューを行い、SPSSのデンドログラムについての解釈を尋ね、HALBAUの結果との比較・考察を行った。その上で、ビリーフ研究にPAC分析を活用する意義として、アンケート調査など他の調査結果と相互に補完しあうことができ、想定外の内容を引き出せる可能性がある一方、留意点として、ソフトウェアによりクラスター構造が変わることを認識した注意深い解釈と、より深く被験者の内面に迫れるようなインタビュー技術が必要であることなどを挙げた。, This paper discusses the use of PAC analysis in belief studies, which is a part of the studies to investigate how Japanese language teachers implement “practical thinking”. Firstly, a Japanese teacher’s (Teacher X) beliefs were examined by PAC analysis, using HALBAU software for clustering. However, since a different cluster structure was given by analyzing the same data with another software, SPSS, a follow-up interview with Teacher X was conducted to see how the above-mentioned difference influences on her interpretation. This paper secondly compares contents of the two interviews and discusses how and why they are different. Lastly, this paper points out the significance of PAC analysis and the points to remember when PAC analysis is used for belief studies as well as to be used in general. PAC analysis can draw out a subject’s beliefs which are beyond the researcher’s and even the subject’s expectation. On the other hand, researchers using PAC analysis need to recognize that the cluster structure sometimes differs from software to software and to be attentive to such differences during and after interviews. A\ s an addition point, good interview technique is required to approach subject’s inner thinking in depth.

application/pdf, 本研究では, 第一に, 小学校と中学校の教師の視点からみた中1ギャップの様相とその要因について検討することを目的とした。第二に, 小・中学校の教師が互いにどのような連携を望んでいるのかについて検討することを目的とした。小学校教員32名, 中学校教員36名, 指導主事3名の計71名を対象に, 自由記述式による質問紙調査を実施した。その結果, 子どもの友人関係や教師との関係, 学業, 部活動の各側面において, 中1ギャップの要因として小・中学校教師の認識に共通点があることが明らかとなった。一方, 小・中学校の教師間で認識にズレがあり, 教師の子どもへのかかわり方や校則の厳しさなどの点においてお互いに不満があること, 情報提供に対する考え方にも教師間で違いがあることなどが明らかとなった。そうした認識のギャップが教師間の信頼関係の構築を妨げ, 小中連携を阻害する要因となっていることも伺えた。最後に, 本研究の結果をもとに望ましい連携の在り方について議論した。, 研究論文・実践報告

The purpose of this study was to investigate how typical mothers would evaluate a potential case of child abuse and how that evaluation relates attitudes toward life. Subjects were 119 mothers who have elementary-aged schoolchildren or junior high school-aged children.Subjects completed three surveys: 1. regarding suspected child abuse cases, 2. attitudes toward life and 3. personal information questions, Factor analysis on attitudes towards life and perception of child abuse revealed five factors weighing on the attitudes toward life, three factors weighing on the child and two factors weighing on the family. Our results suggest that there was the relationship between `the common idea' in attitudes toward life and `the problem relationship of the family' in the perception of child abuse.

本研究の目的は小学校，中学校教師におけるバーンアウト傾向軽減のための効果的な方法と管理職におけるバーンアウト低減のための方法を調べることであった。小学校教師471名と中学校教師270名の有効回答を得ることができ，さらに，管理職においては，小学校管理職91名，中学校管理職39名の回答を得ることができた。バーンアウトを軽減するためにはどのようなことが必要だと思うかということについて，自由に記述するように求めた。結果として，教職員の定数増加は最も必要とされており，さらには，学校内のコミュニケーション，仕事に対する考え方の変容，趣味などがバーンアウト傾向軽減に有効な方法としてあげられた。勤務時間を短くすることや制度の削減など学校運営の見直しの必要性についても多くの回答があげられた。また，管理職においても教諭職と同様の方法があげられていた。バーンアウト傾向低減のためには，校長，教頭と教諭職のコミュニケーションは今後益々必要となり，必要な仕事，必要な制度は何か，何を削除していくか，学校全体として見直す必要があるだろう。, This research sought to determine an effective method to reduce burnout in elementary and junior high school teachers. It also attempted to examine methods for reducing executive burnout. Public school teachers in elementary school（ N=471） and in junior high school（ N=270） were asked how to reduce burnout, and to freely describe their method for doing so. The principal and the head teacher（ elementary school: N=91; junior high school: N=39）, were also asked what was necessary to reduce burnout and to describe their ideas freely . The results indicated that teacher's increase in the number was necessary to decrease teacher's burnout. Moreover,communications in school, a transformation of the thoughtway to the work, and having hobbies were seen as effective methods for reducing burnout. The results also suggested the necessity for reviewing the management of schools such as shortening working hours and reductions in the system. Consequently, this study clarified that the principal and the head teacher must have a careful balance of work, and hobbiesy. Communications among the principal, the head teacher, and the employed teachers will become more and more desirable in the future. It is important for school management, and necessary work to be something reviews of something work that can be the deletion it.

急速にグローバル化が進む中で、生涯にわたって健康を保つには、個人の努力だけでなく、国際社会の一員としての視点で考えることも大切である。そこで、高校2年生の保健で国際理解教育を取り入れた授業実践を行った。グローバルな視点で、健康に結びつく適切な意思決定と、適切な行動選択ができるようになる力を養うためにも、また、健康教育を推進していくためにも、国際理解教育とコラボレーションする教育的意義は大きいと考えた。, 国立情報学研究所で電子化したコンテンツを使用している。

本研究は、中学校におけるスクールカウンセラー（SC）の活動やSC制度に対する教師の 評価を調べ、中学校においてSC制度がどのくらい定着しているのかを明らかにすることを目的 として行われた。福岡県内の公立中学校の教師100人を対象に調査し、回収率は98％であった。 主な結果は、以下のようであった。⑴SCの活動は、いじめ・不登校に対する対応を中心に行 なわれ、大半の教師から高い評価を受けていた。⑵教師とSCの日常的な関わりが活発に行われ、 雑談が重要な意味を示していた。⑶教師はSCの専門性を受け入れ、それぞれの立場をうまく連携させて生徒の指導にあたっていた。⑷大半の教師が制度の拡充を希望し、今後もSCを活用したいと考えていた。

Special education in Japan IS currently at amajor turning point. All teachers are facing thenew task of providing support to children withmild developmental disorders without mentalretardation who are attending normal class. Inthis study, we conducted a questionnaire surveyon elementary and junior high school teachersregarding support to children with mild developmentaldisorders, and studied the currentstuation and tasks. As a result of factor analysis,the following six factors were extracted; 1)support system in school, 2) interest in milddevelopmental disorders, need for training, 3)treatment ability for children with mild developmentaldisorders, 4) class management formutual developmental, 5) difficulties in partnershipswith parents, 6) importance of specialteaching. These six factors were then comparedand studied between different types of schools(elementary or junior high school) and differentjob types (administration and management or94class teacher), and the following results wereobtained. It was found that those handlingadministrative and management work haveproper support systems compared to classteachers, and they are aware of the need fortraining, have high treatment skills, and considerclass management to be more important thanspecial teaching. In addition, compared to juniorhigh school teachers, elementary school teachershad stronger attitude and interest in milddevelopmental disorders. Importance on specialteaching was placed by class teachers than thosehandling administrative and management work,and in junior high schools than elementaryschools. Regarding difficulties in partnershipswith parents, no difference was seen between thetwo types of jobs and types of schools. Based onthese results, the preferable support for milddevelopmental disorders in elementary and juniorhigh schools in the future was discussed., 障害児教育は今,大きな転換期にある.なかでも,通常学級に在籍する知的障害を伴わない｢軽度発達障害｣児への支援という,新たな課題に全ての教師が直面している.そこで本研究では,小･中学校の教師を対象に軽度発達障害児への支援に関する質問調査を実施し,その現状と課題を検討した.因子分析の結果,1)校内支援体制と雰囲気,2)軽度発達障害への関心､研修の必要性,3)軽度発達障害児に対する指導力,4)共に育つための学級経営,5)保護者との連携の難しさ,6)専門的指導重視,という6因子が抽出された.これら6因子を校種(小学校と中学校)と職務種(管理職と学級担任)別に比較検討したところ以下の結果を得た.管理職は学級担任よりも校内支援体制が整い,研修の必要性を認め,指導力も高く,専門的な指導よりも学級経営が重要だと考えていた.また,中学校に比べ小学校の方が軽度発達障害に対する教師の意識や関心が高かった.専門的な指導を重視したのは,管理職よりも学級担任,小学校よりも中学校の方で多かった.保護者との連携の難しさに関しては,管理職と学級担任,および小学校と中学校との間に差は見られなかった.これらの結果をもとに,小･中学校における今後の軽度発達障害の支援のあり方について検討した.

Although school consultations are an effective practice for teachers and school psychologists, only a few surveys have examined the fundamental process of school consultations in Japan. Therefore, this study examined teachers' perceptions of characteristics used by school psychologists in school consultations. A translated version of the Consultation Evaluation Scale for Schools (CESS) was completed by 118 high school teachers. Based on the results of factor analysis, a twenty-five-item scale was constructed that consisted of the following five factors: facilitated support support for teachers, perceptions of effectiveness of consultations, professionalism of consultant, and understanding of teachers. The present findings suggest that Japanese and American teachers hold different views of the characteristics used by school psychologists in school consultations. Correlational analysis revealed a significant positive relationship between CESS score and help-seeking preference among teachers. Furthermore, a significant positive relationship was observed between CESS score and individual efficacy among teachers.

本研究の目的は小学校，中学校教師におけるバーンアウト傾向と管理職と同僚からのソーシャル・サポートとの関連を調べることであった。小学校教師159名と中学校教師108名の有効回答を得ることができた。質問紙でたずねた尺度は，バーンアウト尺度と管理職及び同僚からのソーシャル・サポート尺度であった。小学校教師においても，中学校教師においてもバーンアウト尺度は，情緒的消耗感，個人的達成感の後退，脱人格化の3因子構造が認められた。情緒的消耗感の軽減には，小学校，中学校両方において，同僚，管理職からのソーシャル・サポートが有効であるという結果がみられた。中学校教師においては，管理職からのソーシャル・サポートがバーンアウト傾向軽減に有効であるという結果が得られた。本研究の結果ら，バーンアウト傾向を軽減する方法について提言をおこなった。, The purpose of this study was to examine teacher's burnout and social support from their administrators and their colleagues. Public school teachers in elementary school (N=159) and in junior high school (N=108) were asked to complete the Burnout Scale and Social Support Scale (from colleagues and administrators).\In this study on burnout, factor analysis of data on 159 elementary school teacher revealed three main factors, "emotional exhaustion," "reduced personal accomplishment" and "depersonalization." Factor analysis of data on 108 junior high school teachers also revealed three main factors, "emotional exhaustion," "reduced personal accomplishment" and "depersonalization." The result of reduced social support from administrators and colleagues was seen in the emotional exhaustion of elementary school and junior high school teachers. For junior high school teachers, social support from the administrator was effective in reducing the burnout tendency. Also, some ideas on how to reduce and prevent teacher's burnout were presented.

自律学習を目指した個別対応型日本語授業「チュートリアル」において、短期滞在型留学生クラスを担当した教師を対象に、インタビュー調査を実施し、学習支援者としての教師の意識の変容を分析した。その結果、短期滞在型留学生は、日本での文化体験などを目的としたニーズをもっており、これらを充足するには、クラスへの出席に対する意義づけを要することが示された。一方、教師は、学習者の行動への対応を契機として、チュートリアル開始前の学習者の行動に対する自身の認識を変化させたことが明らかになった。また、教師は、学習者を主体とした学習活動を、学習に対する動機の向上や学習者と教師との対等な関係の構築につながることとして重要視していることも示された。このことから、教師の意識は、学習者と認め合う対等な関係の構築に向けた相互作用にあるとの示唆が得られた。

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

The purpose of this study was to investigate the relationship between how a teacher evaluates a potential case of child abuse and the teacher perception of stress within the school. Subjects were 399 teachers, 154 of them junior high school teachers. Subjects completed a survey about suspected child abuse cases, stress within the school, and other questions. We found that over 60% of teachers did not suspect child abuse in their class. 93% of respondents indicated hesitance rather than intervene with a student family. Factor analysis on perception of child abuse and the perceived stress in school revealed three factors loading on the child, two factors loading on the parents and six factors loading on teacher stress. Our results suggest that teachers experiencing stress may perceive more cases of child abuse than teachers experiencing less stress.Also, we found that junior high school teachers experiencing higher levels of stress perceived potential abuse as a problem of the family.

小中学校教員379名を対象に、質問紙法により、教師個人の組織外資源活用の実態を調査した。その結果、次の4点が明らかになった。(1)組織外資源は大まかに、保護者・地域社会、外部専門機関、教師研究サークル等の3つに分類できる。(2)小学校では教科指導、中学校では教科指導と生徒指導において、保護者・地域社会が比較的よく活用されている。(3)外部専門機関は、教科指導と生徒指導の両方で、小学校よりも中学校で活用されている。(4)組織外資源の活用は、学校の教育機能達成にはあまり強くは関連していない。以上の結果から、今後は教師個人ではなく学校全体の組織外資源活用を検討する必要があると考えられた。

The object of this paper is to clarify and to analysis physical education teachers' role in modern senior high schools. Through this work, we can say that physical education teachers are recognized as student guidance teachers (such as "protector" or "watchdog" for the schools) and leaders for club activities (and officers of sports association for school students) in the schools. We can also clear their thought and true intention ("Honne") and structure of their role (that is forced to them) in the schools. Under that structure, while physical education teacher are staff for teaching physical education, they have to take roles as student guidance teachers and leaders for club activities and they cannot play enough role as subject teachers.