Abstract
The aim and method are the same as those of Part 3. The teacher consultants are investigated. Curriculum contents, teaching approaches, methods and aids are analysed, and the results are compared with those of former two surveys-the Unesco Survey and my first survey. Though the subject-matter content areas of home economics, which the teacher consultants would like to introduce for boys as well as girls at three levels of schooling are shown, they support the contents for boys with more negative attitude than the university faculties of my first survey did. Not only do they use "hardware" and "software" of educational technology nowadays, but also would like to introduce them into home economics education in the future. The result gained by this survey is the same as that of my first one. The obstacles which they are facing in introducing new teaching methods and aids are almost the same as those mentioned in the former two surveys.
