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  1. 0 資料タイプ別
  2. 30 紀要・部局刊行物
  3. 東京大学大学院教育学研究科教育行政学論叢
  4. 34
  1. 119 教育学研究科・教育学部
  2. 20 学校教育高度化専攻
  3. 東京大学大学院教育学研究科教育行政学論叢
  4. 34

<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
6aa81914-91d9-48b2-8125-cdf84e9b7700
名前 / ファイル ライセンス アクション
eac034008.pdf eac034008.pdf (1.6 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
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

WEKO 70264

町支, 大祐

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脇本, 健弘

× 脇本, 健弘

WEKO 70265

脇本, 健弘

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讃井, 康智

× 讃井, 康智

WEKO 70266

讃井, 康智

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中原, 淳

× 中原, 淳

WEKO 70267

中原, 淳

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著者別名
識別子
識別子 70268
識別子Scheme WEKO
姓名
姓名 Choshi, Daisuke
著者別名
識別子
識別子 70269
識別子Scheme WEKO
姓名
姓名 Wakimoto, Takehiro
著者別名
識別子
識別子 70270
識別子Scheme WEKO
姓名
姓名 Sanui, Yasutomo
著者別名
識別子
識別子 70271
識別子Scheme WEKO
姓名
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
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
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