教職における予期的社会化要因としての「親＝教師」の分析

―親が教師であることの教職選択に及ぼす影響とその家族関係の特質―

抄録

  It is often said that the children of teachers tend to choose to become teachers themselves. However, the factors that lead such children to choose the same career as their parents are little studied. Moreover, in family relationships, the factors that contribute to this occupational inheritance have not been analyzed thus far. This paper aims to examine the factors behind having parents who are teachers in the anticipatory socialization of teachers.

  First, the influences of parents being teachers on leading their children to choose the same occupation were investigated among university undergraduate students regardless of their occupational choice. While the proportion of those who wish to pursue the same occupation as their parents whose occupation is not teaching is somewhat low（below 10％）, that of children who wish to become teachers pursing the same occupation as their parents is higher（17.3％）. In addition, after other variables were controlled for, in the children who wish to become teachers, the factor of desiring the same job as their parents has had a marked influence on their choice of the occupation of teaching from among other occupations.

  Next, the characteristics of family relationships were examined. For trainee teachers whose parents are teachers, 72.9％ were first-born children, compared to between around 40-50％ of trainee teachers whose parents were not teachers. Moreover, they had a richer experience of studying with their parents in early childhood.

  These two factors are considered as the concrete factors of anticipatory socialization in the case of children whose parents are teachers. With regard to the high rate of first-born children, it is considered to be the result of the remaining ideology of stem families or the labeling effect, which concerns the role of the eldest child caring for his/her younger siblings. With respect to their rich experience of studying with their parents, it is presumed that in the process of studying, they deeply acknowledged their parents' vocational roles as teachers and unconsciously learned the habitus or ethos which is characteristic of teachers.