Abstract
ABSTRACT
Since the 2010s, expertise-based team systems have been implemented in schools to address
diverse student problems. The introduction of school team systems and collaboration with
professionals aimed to alleviate the consequent burden on teachers. Among these professionals,
school social work is positioned as a profession that deals with children’s welfare issues, such as
poverty and truancy.
This study conducted an analysis to ascertain how teachers were affected by working with
school social workers.
First, it examined the fundamental characteristics of school social work and the role of
school social workers in constructing a school team system. It was found that school social work
expertise included the function of building team-based school systems. However, the social
workers’ practice of building school team systems was limited to supporting teachers in developing
the system.
Second, it investigated the policy positions of school social workers and explored the relationship
between school social workers and teachers. Furthermore, the positioning of school social
work and teachers in policies related to the “school as a team” and the “welfare functions of
schools” were examined.
These examinations revealed that the utilization of school social work does not fully alleviate
the burden on teachers and teachers’ practices in providing welfare support to students
latent.
Finally, to address this situation, this study emphasized the importance of understanding
the actual state of welfare expertise within teachers’ educational competence from the perspective
of educational welfare.
https://ror.org/00ktqrd38 
