教師の勢力資源とその影響度に関する教師と児童の認知

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The present study was conducted to investigate the power resources of school teachers and its influence on students from teachers'/students' point of view. The purpose of the first study was to clarify teachers' cognition of the power resources of their own and of the degree of influence of each resource on students as a function of teachers' teaching experience. The subjects were 224 elementary school teachers. They were presented a list of 100 items representing the reasons why students follow what their teacher usually says or obey his/her guidance. They were then asked to rate the degree of likeliness of each reason on a 5-point scale. Resultant findings from the first study were as follows. (1)Teachers perceived their own power resources based on the following four factors : "punishment", "physical attractiveness", "personal consideration"and "legitimacy".(2)They perceived the degree of influence of each resource on students in the following order :"legitimacy" ≒ "personal consideration" > "punishment" > "physical attractiveness". (3)There was little difference over the length of the teaching experience in the relative degree of perceived influence of each resource on students.(4)Teachers with lessthan 5-year experience perceived the degree of influence of "legitimacy" resource on students to be higher than teachers favored with over 15-year experience. The purposes of the second study were clarify students' cognition of teacher's power resources and to analyze the degree of the students' acceptance of teachers' influence based based on four powere resources as in the first study as a function of students' grade. The sudjects were 125 fourth graders, 131 fifth graders, and 140 sixth graders in an elementary school. They were presented a list of 50 items roughly grouped into four corresponding teachers' four power resources in the first study ; and then they were asked to rate the degree of likeliness of each item as the reason why they would keep their teacher's guidance, using the 5-point acale. The main results of the second study were as follows. (1)Students perceived the power resources of their teachers as follows : "personal consideration", "physjcal attractiveness", and "punishment". (2)Fourth graders' perception of the degree of teachers' influence in general was significantly higher than that of fifth or sixth graders. (3)The accepted influence of each power resource weakened as shown : "legitimacy" > "personal consideration" > "punishment" > "physical attractiveness". (4)The accepted influence of all power resources, except "personal consideration" resource, weakened as the grade of the students increased. The results of the sbove two studies : teachers' cognition of their influence on students and students' acceptance of teachers' influence were compared in a discussion that followed.
1983-09-30

教師の勢力資源とその影響度に関する教師と児童の認知

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