The purpose of the present study was to develop an instrument to measure the collaborative relationship of teachers' interpersonal efficacy, and to investigate the relation teachers' collaborative efficacy and perceptions of teachers' group climate, social support, burnout. The sample consisted of secondary school 370 teachers. Main findings were as follows. (1) Factor analysis of scales of teachers' collaborative efficacy resulted in 6 factors (self-awareness of social support, motivation for school improvement, active prosocial behavior, dairy communication, overcoming ones' position, collaboration with principals). (2) Evaluation of teachers' collaborative efficacy was influenced by perception of teachers' group climate, social support in -school and burnout. The high magnitude of correlations obtained was interpreted as supporting the importance of teachers' collaborative efficacy in the schools.
Researchers on teaching have recently become concerned with understanding teaching from teachers' perspective and exploring the meanings of teachers' experiences in teaching. In those researches, they focus on teachers' practical knowledge. Practical knowledge has an aspect of the identity as a teacher, and it is regarded as an important research task to center on the identity in inquiring into practical knowledge. In this paper, we show the result of a case study, where we inquire into a high school teacher's practical knowledge of Japanese teaching centering on the identity. Defining identity as the process of integrating two different self-images, we clarify that the aspect of the identity in his practical knowledge has three phases, namely, harmonious integration over teaching, passive integration over the teacher-student relationship, and contradictory integration over the teacher role, and that the emergence of those three phases are fundamentally predicated on his practical theme.