2016 年 25 巻 p. 78-88
The purpose of this paper is to investigate the problems caused by the removal of the academic ability deviation score by Saitama Prefectural Board of Education in 1992 as well as to clarify the removal’s effect on teachers through the analysis of teachers’ testimony.
The data for this study were obtained from a survey conducted from January-April of 2009. The sample of the questionnaires that were given to junior high school teachers consisted of 141 mail surveys and 8 case studies by interview surveys.
The compiled data summary is as follows：
First, 70% of the teachers’ description indicated a critical opinion of the removal of the academic ability deviation score. The teachers were confused.
Second, 50% of the teachers’ description indicated that they implemented new career guidance due to the removal of the score. The remaining 50% indicated that they administered a school test and a standard test of the city (or area).
Third, Effect on teachers as a whole : The entrance examination guidance that the teachers were originally providing was shifted over to cram schools. As a result of this, students’ and parents’ reliance and confidence in the teachers has declined.
Effect on teachers individually : The teachers saw qualitative transformation in their practice when it was subjective, critical reflection to its own practice.
In conclusion, the teachers had a critical view of the removal of the academic ability deviation score. They became confused. As a result, it was revealed that the teachers experienced a variety of effects (collectively and individually) as a result for the removal of the score.
In the future, it will be necessary to complete a comprehensive analysis by conducting additional teacher interviews.
