Abstract
This study aims to clarify the characteristics and diversity of junior high school teachers’ perspectives on student guidance, based on the individual differences of each teacher. Four junior high school mathematics teachers were interviewed, and their responses were analyzed. The interviews were conducted in two rounds; during the second round, the results of the initial analysis were presented to the participants to reach a mutual understanding. As a result of the analysis, two key perspectives regarding student guidance emerged: the "ideal image of a student" and the "valued approaches." The envisioned student ideal can be categorized into "acquisition of norms," "autonomy and self-regulation," and "selfdetermination," with a shared orientation toward "socialization and self-actualization" being suggested. In contrast, there was considerable diversity in the "valued approaches" to student guidance. This diversity was found to stem from the fact that the orientation of each teacher’s approach to guidance is shaped by several factors: the various possibilities for achieving the goals of student guidance and the uncertainty of its outcomes, as well as each teacher's life story, educational experiences, personality, position, and interests.
