教員の非正規化の拡大を規定する要因

都道府県の財政構造と学校問題に着目して

抄録

With the increasing casualization of teachers, casual teacher labor problems and teacher professionality have become highly debated topics in policymaking and research. Despite political and academic interests, the casualization of teachers has not been prevented. On the contrary, it has increased significantly. Previous studies have highlighted that casualization results from addressing the change in “fiscal conditions” and “school problems.” Nevertheless, few empirical analyses of the factors using nationwide data exist. Thus, this article examines the reasons for the casualization of teachers in Japan, focusing on “fiscal conditions” and “school problems.” This study employs panel data analysis using a fixed-effect model. Additionally, it considers a division of casual teachers by school level (elementary and lower secondary school) and working status (full-time and part-time). 　　 The results illustrate that the casualization of teachers in Japan is increased by both “fiscal conditions” and “school problems.” On the aspect of “fiscal conditions,” it could be deduced that the effect of deterioration in the expenditure structure is more prominent than the revenue structure, regarding the exploitation of casual teachers. Therefore, casual teachers could be perceived as “adjustment valves” to secure financial resources. Moreover, casual teachers are employed as “adjustment valves” for welfare reasons in Japan, a nation with a super-aged society. This finding is also crucial for international research on the casualization of teachers. 　　 Regarding the analysis on the “school problem” aspect, the factors of casualization differ among school levels and working status. Casual teachers are employed based on the types of school problems. Thus, casual teachers are seen as “countermeasures.” However, perceiving casual teachers in this manner causes a dilemma; while casual teachers are instrumental in ensuring school educational quality, casualization simultaneously creates working conditions in which teachers are unable to fully demonstrate their professionality. To tackle this dilemma, it is necessary to consider the precariousness and working conditions of casual teachers.