The Impact of Teacher, School, and Municipal Variables on Teachers’ Receptiveness to Lesson Standards

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  • 教師の授業スタンダード受容度に影響する要因
  • 教師の授業スタンダード受容度に影響する要因 : 教師・学校・市区町村の階層データを用いて
  • キョウシ ノ ジュギョウ スタンダード ジュヨウド ニ エイキョウ スル ヨウイン : キョウシ ・ ガッコウ ・ シクチョウソン ノ カイソウ データ オ モチイテ
  • 教師・学校・市区町村の階層データを用いて

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Abstract

<p> This paper aims to reveal the influence of the variables of teachers, schools, and municipalities on teachers’ receptiveness of the lesson standards created by municipalities. </p><p> In recent years, the standardization of education has been expanding. As the implementation extends to teaching strategies, municipal boards of education have formulated lesson standards to indicate the norms thereof. However, previous studies have not fully clarified teachers’ receptiveness to lesson standards of this kind. Therefore, this study examines how the variables of teachers, schools, and municipalities affect teachers’ receptiveness to municipality-created lesson standards.</p><p> The study conducted a questionnaire survey of a municipal board of education as well as elementary and junior high school teachers working in that municipality. </p><p> As a result of multi-level analysis, the following became clear. </p><p> Regarding teacher-level variables, it was clarified that teachers with longer careers were more likely to recognize and practice lesson standards. In addition, it was found that teachers who were intrinsically motivated to learn about subject instruction or wanted to improve their teaching skills were likely to recognize, practice and internalize lesson standards. Considering that teachers with long teaching experience possessed various teaching strategies, they may have responded that they recognize and practice lesson standards because of having already acquired the same teaching strategies shown therein. Moreover, it was suggested that teachers with high intrinsic motivation or proficiency orientations might accept lesson standards when their goals were not to pursue their original teaching strategies but to acquire a specific teaching strategy shown therein.</p><p> Concerning school-level variables, it was found that teachers were more likely to recognize and practice lesson standards in schools where they were actively engaged in lesson study. In addition, it became clear that teachers were more likely to recognize, practice and internalize lesson standards in schools where senior teachers responsible for school-wide lesson studies showed stronger transformative leadership. Previous studies have indicated that teachers tend to discuss their teaching strategies, not their educational beliefs, when lesson studies are conducted only by teachers. Considering this finding, it was suggested that school-wide lesson studies might contribute to the spread of lesson standards in situations where teachers are only interested in acquiring teaching strategies.</p><p> As for municipality-level variables, it was found that teachers tended to recognize, practice, and internalize lesson standards when required by the municipality to incorporate them.</p><p> Based on the above results, it is considered that unless teachers, schools, and municipalities conduct active discussion on better education, teachers may tacitly accept lesson standards.</p>

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