なぜ部活動指導は過熱するのか？ : 過去の部活動経験との関連から

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  • Why Teachers Actively Participate in the Coaching of Extracurricular Club Activities in Japan; A Relationship to Past Experiences

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This paper uses the viewpoint of a teacher’s past experience to reveal the mechanism that relates to a teacher’s subjective feelings when coaching extracurricular club activities. Currently in Japan, there is much discussion of work-type reforms regarding the way teachers work in public and at academic levels. Various investigations show the situation of teachers in contemporary Japanese society as one of excessive overwork. In particular, for junior high school teachers, the temporal and psychological burden of monitoring club activities has been regarded as a problem. Although previous studies have pointed out problems due to extracurricular club activities, the problem of a teacher’s subjective feelings – over-reacting, acting out, or passionately involved – has not been sufficiently studied. Therefore, in this paper, we examine the mechanism by which teachers experience subjectively the coaching of extracurricular club activities. The results of this paper are as follows. Firstly, the temporal burden of coaching of extracurricular club activities falls hard on younger teachers. However, in all tasks, including club activities, young teachers express a desire for increased work, making it appear s though they were inviting themselves to be busier. Secondly, from the viewpoint of subjective enjoyment experienced from recalled participation their own junior high school and high school club activities, young teachers who found enjoyment from participating in current school club activities were those who had evaluated their own past club experiences positively, so tended to contribute a longer time to overseeing these activities as teachers. However, those teachers who recall their past club activities as not having been so enjoyable do not find the current participation in club activities as teachers so positively. Yet due that fact that they are young teachers, they are forced to instruct a club activity for a long time. Thirdly, there are many young teachers who have been involved in the same club activities consistently from their own junior high school years up through the present time; they derive pleasure from coaching the club activities so their time commitment for coaching is longer. At the same time among young teachers, there are many who do not enjoy being in charge of club activities they have themselves not experienced previously and dislike being forced to commit a long time for such guidance. In this paper, we have analyzed the issue of teachers’ subjective feelings regarding responsibilities toward club activities and point out the necessity to set up opportunities during the pre-service teacher training stage for each pre-service teacher to express his/her own experience of past club activities.

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