小学校教師の体育におけるリスクマネジメント能力と教職経験の関連

抄録

The purpose of this study is to examine the relationship between elementary school teachers’ risk management abilities in physical education and their teaching experience. The research procedure involved two steps: first, the reliability and validity of the risk management scale in physical education were verified. Next, the effects of factors such as professional developmental stages, participation in PE lesson study, and experience as a PE head on teachers’ risk management abilities in physical education were examined. We surveyed 125 elementary school teachers: novice teachers (n=25), experienced teachers (n=64), and expert teachers (n=36). In this study, the following points were concluded.

1) Exploratory factor analysis identified four factors of the risk management scale in physical education: “teacher-related considerations,” “student-related considerations,” “movement characteristics-related considerations,” and “teaching material-related considerations.”

2) Significant main effects were found between career stages for “student-related considerations” and “movement characteristics-related considerations.” Novice teachers scored lower in the former, aligning with challenges previously reported in teacher education. These competencies appear to be developed through general teaching experience over time.

3) Teachers specializing in PE lesson study showed higher competency across all factors compared to those specializing in other subject lesson study. Similarly, teachers with experience as a PE head higher scores in three factors. However, no interaction effects were found, suggesting these specialized PE experiences may not directly enhance competency. Rather, individuals with inherently higher abilities may be more likely to take on such roles, indicating the need to examine personal characteristics.