教員の管理職志向への規定要因:―ロールモデルとマネジメント経験に焦点をあてて― Factors Affecting the Aspirations of Teachers to Become School Administrators::Presence of a Role Model and Experience in School Management

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<p> 本研究の目的は,一般教員が学校管理職を志向する規定要因を探索的に検討することであった。まず,予備調査Ⅰで管理職候補者5名を対象にインタビュー調査を行い,過去の職務上での経験,教員として現在持っている効力感や職業観,認知,将来展望としての学校管理職志向に関連する要因が収集された。次に,予備調査Ⅱで,校長候補者68名に自由記述調査を行い,ロールモデルとなる管理職の人物像,公立学校教員職業観に関するより詳細な内容を収集した。それを踏まえ,本調査では,全国公立小・中学校の一般教員310名を対象にweb調査を実施し,学校管理職に影響を与える要因について,重回帰分析を用いて検討した。その結果,学校マネジメント経験から得た「職務達成感」と,「専門的識見・改革型リーダー機能」を有するロールモデルとの出会いが,「組織貢献効力感」「校長職に対する肯定的認知」の2変数を介して,学校管理職志向に間接的に影響を与えることが明らかになった。</p>

<p>  The purpose of the present study was to explore factors that may affect teachers' level of aspiration to become school administrators. In the first of 2 preliminary studies, 5 candidate teachers for positions as school administrators participated in a semi-structured interview that provided information about factors such as their past work experience, their sense of self-efficacy in teaching, how they perceived or valued their work as public education personnel, and their level of acknowledgement and perspective about becoming a school administrator in the future. In the second preliminary study, 68 teachers who also were candidates for positions as school principals completed questionnaires in which they described characteristics of their role model for school principal and gave a more in-depth description of how they perceived the work of public education personnel. From the data of these 2 preliminary studies, a scale for measuring the level of aspiration to become a school administrator and a scale to measure related factors were developed. In the main study, 310 elementary and junior high school teachers participated in a survey conducted on-line. The results of a hierarchical regression analysis of the data suggested that the presence of an innovative and professional leader as role model and a sense of accomplishment achieved through experience in school management increased the teachers' willingness to contribute to school management and built a positive attitude toward school principals, thereby indirectly increasing their aspiration to become school administrators.</p>

収録刊行物

  • 教育心理学研究

    教育心理学研究 66(1), 67-80, 2018

    一般社団法人 日本教育心理学会

各種コード

  • NII論文ID(NAID)
    130006708407
  • 本文言語コード
    JPN
  • ISSN
    0021-5015
  • データ提供元
    J-STAGE 
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