教師の対外的経営力量の必要段階とその形成機会に関する研究

－四国４県の小・中学校教師の意識調査を通して－

抄録

  In this paper, teacher's external management skills are defined as the skills required for creating a school-family-community partnership for children's development and education. In Japan, parents and residents have no voice in school policy-making, because school management has been done by the principal, vice-principal and senior teachers. But in the recent educational reform, school-family-community partnership is emphasized, so all teachers need to develop their external management skills.

  The aim of this paper is to re-examine two old viewpoints. First, that teaching ability and classroom management skills are necessary for newly appointed teachers. Second, that school management skills are necessary for the principal and vice-principal.

  Questionnaire surveys were done of the vice-principal, two senior teachers and three teachers in every elementary and lower secondary school in the four prefectures in Shikoku with a student enrollment of twenty or more. Usable responses of 4,548 teachers (53.6%) were statistically analyzed.

  The main findings are as follows:

  (1) Many teachers think that external management skills are needed at an early stage in a teacher's career. They do not think that these skills will be developed step by step according to the career stage (newly appointed teacher, teacher with about 3-5 years experience, senior teacher, vice-principal and principal). And they consider these skills will be acquired through the various experiences and situations which each teacher goes through in the school.

  (2) Many teachers place great importance on “activities in own school” as an opportunity to acquire these skills. By contrast, “training opportunities outside of school”(for example, in-service training by the board of education and university) are considered less important.

  The results of this survey show that teacher's external management skills should be acquired in the early stages of a teaching career. However, opportunities to acquire these skills have not been constructed systematically yet. It is important to set up some opportunities for each teacher to acquire them.