27 research outputs found

    Development of an Instrument to Measure the School Administrator's Assessment Scale of Teacher Performance

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    The purpose of this study was to develop an instrument to measure the school administrators' assessment scale of teacher performance. First, organizational psychological research on performance appraisal and the factors that affect the rating was reviewed. Next, organizational research on the school administrators' assessment scale of teacher performance was reviewed. It was noted that performance appraisal must be accurate because it is used the decisions about promotion, salary, assignments, and education. After problems were described, a new version of the school administrators' assessment scale of teacher performance was developed. In the Study 1, an inventory of the principals' assessment scale of teacher performance was conducted by 98 primary school principals. Factor Analysisof scale of the principals' assessment resulted in 6 factors (Treatment of school business, Classroom management and Pupils' Guidance, Educational guidance, INterpersonal skills with children, School-based training of teachers, Educational guidance, Organizational activity). In the Study 2, an inventory of the assistant principals' assessment scale of teacher performance was conducted by 104 primary school assistant principals. Factor analysis of scales of the assistant principals' assessment resulted in 5 factors ( Interpersonal skills with children, Organizational activity, Classroom management and Pupils' Guidance, School-based training of teachers, Intersonal skills with parents and collegue). Results were discussed from multi-dimentional assessment scales of teacher performance including of contextual performance

    Research Trends toward Cooperation and Collaboration in School Support Systems of Pupil and Student : Through the Perspective of School Psychology and Pedagogy

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    This study is an overview of the developments in interdepartmental cooperation and interdisciplinary collaboration between school systems and also between counselors and non-teaching staff at the elementary, junior high and high school levels from a psychological and pedagogical perspective. Strategies under examination will include cooperation between management and also between technical and non-teaching staff, school system development, establishing and maintaining a cooperative mood and building a communicative spirit at school. In addition, we will look at majors and specializations of non-teaching staff and leadership qualitative of principals (and head masters).Few researchers have emphasized the combined study of school management and psychology. In this paper, I hope to highlight more ideas related to the specializations of staff as a parameter of systematized cooperation

    Teachers' influence on each student and classroom climate

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    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

    A Basic Study of School Counseling and Guidance - Cognition and Embeddedness Among Teachers in Charge of School Counseling and Guidance

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    本研究は,学校における教育相談の定着に関して,各学校で主に校務分掌で位置づけられる教育相談担当者の立場から認知されている教育相談活動の内容や,教育相談活動を阻害する要因を明らかにする。そのために,中学校の教育相談担当者1名ずつに対して質問紙調査を行い,現在の学校での生徒の心理・社会面,学習面,進路面の支援をする立場にある教育相談担当者からみた問題点や課題を整理する。あわせて調査結果より,各教育相談担当者自身や教職員との間で感じる,教育相談の定義についての相違や,教育相談担当者が阻害要因と認識する問題の背景を考察した。その結果,教育相談の位置づけの不明確さ,教育相談係の活動の学校間での差異といった教育相談係特有の課題と,多忙さなどのような教員の一般的な課題とがあることが示された

    Recent Trends of Research on the Teacher Influence Processes on the Classroom and a Student

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    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

    How Does Cognition of Children's Social Power Affect Their School

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    本研究は,小学校高学年の児童699名(男子353名,女子334名,欠損12名)を対象に時系列的な調査を行い,社会的勢力の自己認知と約2カ月間のインターバルを経た勢力の変動が,児童の適応感の諸側面であるスクールエンゲージメント,生活満足度,学級集団効力感認知,および友人に対する影響戦術使用とどのように関連するかについて検討したものである。分析の結果,児童の社会的勢力の自己認知は,児童の情緒・認知・行動の諸側面に関連することが示された。特に,児童の適応にとって,合理性勢力認知や関係勢力認知の重要性が示唆された

    Effects of teachers' acceptance on principals' influence with that of assistant principals' influence on teachers' evaluation of their colleague group, task motivation, effectiveness of their educational activity and role expectation.

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    The purpose of this study was to compare effects of teachers' acceptance on principals' influence with that of assistant principals' influence on teachers' evaluation of their colleague group, task motivation, effectiveness of their educational activity and role expectation. The sample consisted of 106 school teachers. Teachers were classified as four types ((1)teachers who were much influenced by both a principal and an assistant principal (H-H), (2)teachers who were much influenced by a principal (H-L) , (3)teachers who were much influenced by an assistant principal (L-H), (4)teachers who were less influenced by both a principal and an assistant principal (L-L)). Results showed that teachers classified as H-H and H-L made more positive evaluation for their colleague group and effectiveness of their educational activity and role expectation than teachers classified L-H and L-L. The high constant magnitude of results obtained was interpreted as the importance of teachers' acceptance of principals' influence in the school organizations

    Effects of task oriented conflict of inter-subgroups on information exchange in group decision making

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    The purpose of this study was to examine the effects of task oriented conflict of inter-sub-groups on pooling of unshared information and information exchange between members, on cognition of information, and on perception in group decision making. The subjects were 30 female nursing school students. They discussed the flictious selection of a sub-chiefnurse in a group consisting of five members. Information about fictitious candidates (candidate A and candidate B) was given to the group members before discussion and consisted of shared information and unshared information. Information were positive, negative and neutral as classfied by preliminary study. In advance one groups were considered of two followers who believed that candidate A was qualified, and the other two who believed that candidate B was qualified (henceforth task-oriented conflict condition) and the other were considered of all four followers who believed that candidate A was qualified. The results were as follows: (1) Unshared information was more conveyed and neutral information was less interpreted and conveyed in task-oriented conflict condition. (2) Followers had more negative evaluations of the leader, the followers, and the discussion in task oriented conflict condition. The results were discussed from the point of view of the nature of task oriented conflict, group goal, and quality of information exchange.

    Relationship perceptions of penetration and spread of principals' influence with school member's (teachers and principals) evaluation of educational goal on their school

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    The purpose of this study was to investigate the relationship perceptions of penetration and spread of principals' influence with school members' (teachers and principals) evaluation of educational goal on their school. The sample consisted of 53 teachers and 29 principals. Main findings are as follows. While teachers classified the principal centered influence style made negative evaluation of educational goal on their school, thier perception on penetration of principals' influence correlated positively with their evaluation of educational goal on their school. While there were teacher/principal differences, principals' own perception on penetration of principals' influence correlated positively with their evaluation of educational goal on their school. The high magnitude of correlations obtained was interpreted as supporting the importance of faculty's cognitive processes and sense making of principals' influence
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