2017 Volume 40 Issue 4 Pages 277-289
The purpose of this study is to clarify the behavioral processes of mid-level positioned teachers who intend to take action for school improvement through solving various issues. This study was conducted through semi-structured interviews with 15 mid-level positioned teachers who work at elementary and middle schools, which were then analyzed with the Modified Grounded Theory Approach (KINOSHITA 2003). The results of the analysis produced 17 concepts and 6 category groups, and the relationships among these category groups and concepts were then summarized by the figure. Results indicated that among their behaviors, “relationship development” with teachers and “practice-vision connection” with the school principal is important. The results are further expected to reflect on the contents and methods of mid-level positioned teachers’ training.
