教師の2つの指導性機能の統合化の検討:—機能に対応する指導行動内容に着目して—  [in Japanese] Integration of Teachers’ Task Orientation and Nurturing Functions ::Analysis of the Contents of Teachers’ Leadership Behavior  [in Japanese]

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Abstract

本研究は, 教師がひきあげる機能と養う機能という, 2つの矛盾した指導性機能をいかに実践して統合するか, 統合のあり方を各機能に対応する指導行動内容から捉えることを目的とした。小学校教師191名を対象に, 指導行動内容, 学級児童の学習意欲と学習理解度, 規律遵守意欲と遵守度, 学級連帯性について質問紙調査を実施した。その結果, 高学年では, ひきあげる機能の指導行動「突きつけ」と養う機能の指導行動「理解」との間に正の相関があり, 教師がいずれの行動も多く実施するとき, 児童の学習意欲, 規律遵守意欲, 規律遵守度, 学級連帯性の評定値が高いことが示された。中学年では養う機能の指導行動「理解」を多く実施するとき, 規律遵守意欲と遵守度, 学級連帯性の評定値が高いことが示された。但し, 担任学級4~6年児童(34学級, 1,037名)による学習・規律遵守意欲, 学級連帯性評定では, 学級連帯性のみ教師評定と一貫した結果となった。高学年において, ひきあげる機能の指導行動「突きつけ」と養う機能の指導行動との相互促進的な実施が機能統合の具体像として示された。児童の資源や課題性にみる学年の違いが影響したと示唆される。

  The present study aimed to examine how 2 contradictory leadership functions of teachers—task orientation and nurturing—are integrated, through an analysis of the contents of teachers’ leadership behavior.  Elementary school teachers (<i>N</i>=191) completed a questionnaire on their own leadership behavior and their pupils’ task motivation, performance, and solidarity.  It was found that in the higher grades, teachers’ task-oriented leadership behavior (confrontation) was positively correlated with their nurturing leadership behavior (understanding).  The more the teachers implemented such leadership behavior, the greater was the effect on pupils’ task motivation, degree of compliance, and classroom solidarity.  In the middle grades, the more the teachers implemented nurturing leadership behavior, the greater were the assessed values on discipline-compliance motivation, degree of compliance, and classroom solidarity.  However, in the evaluation of the task motivation and classroom solidarity of children in grades 4-6 (1,037 students in 34 classes), only their classroom solidarity was consistent with their teachers’ evaluations.  In the higher grades, the mutual promotion of confrontation and nurturing was shown to be a practice that integrated the 2 leadership functions.  The present results suggest that these behaviors are influenced by differences in resources and tasks among grades.

Journal

  • The Japanese Journal of Educational Psychology

    The Japanese Journal of Educational Psychology 60(2), 186-198, 2012

    The Japanese Association of Educational Psychology

Codes

  • NII Article ID (NAID)
    130003376559
  • NII NACSIS-CAT ID (NCID)
    AN00345837
  • Text Lang
    JPN
  • ISSN
    0021-5015
  • NDL Article ID
    023937511
  • NDL Call No.
    Z7-182
  • Data Source
    NDL  J-STAGE 
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