学校の組織特性と教師の教育活動に関する研究（1）

概要

論文の詳細を見る
School organization research and research on teaching have foused on different aspects of schools and accumulated results to improve school effectiveness. Adovocates of Effective Schools research argue that it is necessary to integrate these two lines of research. Little is known, however, about the relationship between teachers' perception of their workplace, their educational belief, and their classroom instuructional behavior. This article investigates this issue. A questionnare survey to public elementary school teachers was earned out in November, 1992. Preliminary analysis indicates that educational beliefs of teachers are least influenced by sex or experience. As to sex difference, female teachers evaluated principals less favorable than male counterparts, although overall ratings of principals' leadership were siginificantly lower than other orgnaizational features. As to experience, the data suggests that perceptions of school organization are more critical among 35-39 and 40-44 age groups. 35-39 age group shows lower scores in classroom instructional behaviors. This may imply some change in their role expectation occurs in this age group (35-39) and they can allocate less efforts for classrooms in order to learn new skills and techniques to implement their roles effectively. Factor analysis shows that 13 factors contributed to variation of answers. A prelimary model for further analysis is presented.
1993-11-25