政策過程から見た教員評価制度の特質と課題(<特集>教育改革と評価のダイナミズム)

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概要

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• In Japan, municipal boards of education evaluate public school teachers, who are local public servants, under plans set by the prefectural boards of education. All of the prefectural boards of education enacted this teacher evaluation system about 45 years ago, but in 2000 Tokyo abolished this system (System I) and adopted a new performance appraisal system (System II). This paper aimed to extract the characteristic and the problem by examining each policy process about System I and System II. For the categorization of the policy process, two models are adopted from the results of research by Michio Muramatsu. One is the vertical administrative management model, followed by unitary influence. The other is the horizontal political competing model, followed by multi influence. The following conclusions were obtained. It is the common feature seen in System I and System II that original motive was not from only educational matters and the prefectural board of education did not accomplish the policy making duty due to the educational bureaucrat including the superintendent. It can be confirmed that the teacher evaluation policy is shifting from the vertical administrative management model to the horizontal political competing model. It was found during the decision process of System II that an administrative staff exercised individual influence power without being buried in bureaucracy. The teacher policy of the prefectural board of education starts on a new evaluation policy though the policy assessment of a present evaluation system is not passed. It is necessary to evaluate the teacher evaluation policy from the viewpoint of offering suitable and good quality teaching to the student.

• 日本教育社会学会の論文
• 2003-05-25

著者

• 佐藤 全

  日本女子大学教育学科

• 佐藤 全

  日本女子大学

• 松澤 杏

  日本女子大学附属豊明小学校

• 松澤 杏

  日本女子大学教育学専攻博士課程前期

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