"価値内面化機能"の視点から見た地方における学校評価制度の分析(II 研究報告)

抄録

The aim of this paper is to analyze to what degree the present school evaluation systems adopted by local school boards incorporate a "value internalizing function," namely the function of encouraging school personnel to internalize the values of these local school boards. Among the values that could be internalized by school evaluation systems, this paper focuses on those values concerning school management and staff structure. This paper takes up twenty school evaluation systems in twenty municipalities. It analyzes them from three points of views : 1) What values concerning school management are internalized, 2) What mechanism is introduced, and 3) How strongly the values are imposed on schools. With regard to the first point of views, the author divides the school evaluation systems into two types. The first is the "top-down" type, which intends to introduce a top-down structure into the decision making process. The other is the "bottom-up" type, which intends to introduce a bottom-up structure into the process. The author evaluates how strongly each of the school evaluation systems requires schools to observe the structures of the decision-making process. Lastly, the author evaluates how far the systems develop the details of the objects of evaluation. Applying this analysis to school evaluation systems in twenty municipalities, this paper concludes as follows : (A) Twenty school evaluation systems taken up in this article show a strong trend towards a top-down type of management and (B) As to the strength and the details of this requirement, the author finds out two polarized trends. The school evaluation systems of eight municipalities can be seen as strong and detailed, while others are weak and vague.