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<共同研究>教員の人事異動と自己効力感に関する研究 : “荒れ”の変化に着目して
https://doi.org/10.15083/00031734
https://doi.org/10.15083/000317346aa81914-91d9-48b2-8125-cdf84e9b7700
名前 / ファイル | ライセンス | アクション |
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eac034008.pdf (1.6 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2015-03-18 | |||||
タイトル | ||||||
タイトル | <共同研究>教員の人事異動と自己効力感に関する研究 : “荒れ”の変化に着目して | |||||
言語 | ||||||
言語 | jpn | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.15083/00031734 | |||||
ID登録タイプ | JaLC | |||||
その他のタイトル | ||||||
その他のタイトル | <Collaborative Research>A Study of the Relationship between Teacher Personnel Change and Teacher Efficacy : Focusing on School Disruption | |||||
著者 |
町支, 大祐
× 町支, 大祐× 脇本, 健弘× 讃井, 康智× 中原, 淳 |
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著者別名 | ||||||
識別子 | 70268 | |||||
識別子Scheme | WEKO | |||||
姓名 | Choshi, Daisuke | |||||
著者別名 | ||||||
識別子 | 70269 | |||||
識別子Scheme | WEKO | |||||
姓名 | Wakimoto, Takehiro | |||||
著者別名 | ||||||
識別子 | 70270 | |||||
識別子Scheme | WEKO | |||||
姓名 | Sanui, Yasutomo | |||||
著者別名 | ||||||
識別子 | 70271 | |||||
識別子Scheme | WEKO | |||||
姓名 | Nakahara, Jun | |||||
著者所属 | ||||||
著者所属 | 東京大学大学院教育学研究科 | |||||
著者所属 | ||||||
著者所属 | 東京大学教養学部附属教養教育高度化機構 | |||||
著者所属 | ||||||
著者所属 | 東京大学大学教育総合センター | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Personnel changes lead to environmental changes. For teacher who is transferred, as well as location to work, scale of school and state of students is not same before. Such difference has various impact on the teacher. The purpose of this paper is analyzing this impact. Preceding studies said moving another school different from previous one in location or scale is good for professional growth. We focused on difference in state of students, especially in school disruption. We investigated relation between moving to another school in different (or same) degree of disruption and teacher’s self-efficacy. Questionnaire was conducted on elementary school teachers of 10 annual (N=179). We asked about teacher's self-efficacy for lessons, classroom management, corresponding to the parents, school affairs, and degree of disruption about previous and current school. At first, we labeled two types of school, High and low disruption school. Second, We divided teachers into four groups based on moving pattern, “From high disruption school to low disruption group”, “High-high” “Low-Low” “Low-High”. At last, We compared teacher efficacy of four group, using analysis of variance. Efficacy of three, excluding the school affair showed similar characteristics. There was little difference between scores of “High-High” and “Low-Low”. Score of “Low-High” is significantly lower. From the result, it can be said that influence of the change is greater than degree of disruption itself, and that homeroom teacher work affect on teacher efficacy. These results may suggest the need for new forms of support. | |||||
書誌情報 |
東京大学大学院教育学研究科教育行政学論叢 = The journal of Educational Administration Graduate School of Education, the University of Tokyo 巻 34, p. 143-153, 発行日 2014-10 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 13421980 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA1220520X | |||||
出版者 | ||||||
出版者 | 東京大学大学院教育学研究科学校開発政策コース | |||||
出版者別名 | ||||||
Department of School Improvement and Educational Policy Studies, Graduate School of Education The University of Tokyo |