Abstract
It is considered that gender equality has been realized in the teaching profession;
however,there are a number of gender biased practices at the work place of teachers.
The mechanism in which these actual conditions are generated and maintained has not
been sufficiently detailed.
The objective of this paper is to identify the actual conditions of gender bias and
describe details of the mechanisms by which these conditions arise and are maintained
by focusing on the logic of job assignments at the work places of school teachers.
As a result of the analysis,firstly it was found that gender biases are reflected in
the school grade assignment for elementary school teachers,and in the subject assignment
at junior high schools. Secondly,teachers regard their own workplace as“gender
bias free”. Thirdly,the gap between the actual conditions and teachers perceptions of
the conditions is attributed to the understanding that the conditions are the result of
“consideration”for female teachers who also bear responsibilities for the est of the
family. Lastly,it was found that this“consideration”makes it difficult to become
aware that the roles assigned to female teachers is disadvantageous when compared
with that of male teachers. However,at the same time,the ongoing intensification of
work pressures on all teachers has made the maintenance of this“consideration”
unsustainable.
