学級「集団」・児童「個人」次元の学級担任教師のPM式指導類型が児童の学校モラ-ルに及ぼす交互作用効果 (教育集団力学<特集>)
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The present study was undertaken to investigate the main and interactive effects of homeroom teachers' PM Leadership types on the class and individual pupil's levels on elementary school pupils' school morale. The data included ratings of 1018 fourth, fifth, and sixth grade pupils obtained from 31 classes at five elementary schools. These ratings were used to decide the teachers'leadership types on the class and individual pupil levels. The teachers were classified as PM-type if the average scores of the class and individual pupils exceeded the average P and M scores, pm-type if scores were below the average P and M scores, P-type if above the average scores only in P, and M-type if above the average scores only in M. The main results were: 1. The pupils' morale was the highest with the PM-type teachers at both the class and individual pupil levels, followed by the M-type and P-type teachers in this order, and the lowest effect being with the pm-type teachers. 2. Interactive effects on the class and individual levels were found only in the morale item“classroom solidarity”. The PM-, M-, and P-type pupils in the PM-type groups showed higher classroom solidarity and the P-and pm-type pupils in the M-, P-, and pm-type groups showed lower classroom solidarity. With the other morale items“will to learn”, “understanding of teacher instruction”, “happiness at schoo1”, and“total morale”, no significant interactive effects were found. In contrast, significant interactive effects were found in junior high school students concerning“classroom solidarity”, “will to learn”, and“total morale” (Sato, 1993).
- 日本グループ・ダイナミックス学会の論文
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