2017 年 26 巻 p. 100-110
The purpose of the research is to clarify the effect of OJT (On-the-Job-Training) on young teachers from initial recruitment until their third year by constructing and analyzing hypothetical models. Based on this research, I propose effective knowledge for solving problems involving human resource development in elementary school teacher organization.
In the article, I first overview previous studies about trending topics in OJT research, such as the formation of competence, the influence of various conditions, and the validation scales of effect. Next, I discuss issues with the survey population and conditions for enhancing the effect of OJT. Then, I present a hypothesis and an effect model of OJT for the task, establishing measurement scales concerning OJT type, performance (task performance, contextual performance), and supervisor’s attitude toward training their subordinates. Based on the hypothesis and model, I conducted, a questionnaire survey for teachers ranging from their first year to third year. I applied exploratory factor analysis to the questionnaire data in order to clarify conceptual schemes about measurement scales. With the data from the survey, I verified the hypothesis model by simultaneous analysis of multiple populations.
From the above steps, four important points emerge: first, depending on the young teacher’s year of experience, OJT types show different direct effects on performance; secondly, OJT types also show different indirect effects depending on supervisor’s attitudes toward training of subordinates; thirdly, there are total effects that combine direct and indirect effect; and finally, I conclude that OJT needs to be implemented effectively according to OJT types and year of experience.
