The purpose of this study was to verify relationship between fear of evaluation and involvement with friends for fifth and sixth grade elementary school pupils. Seven hundred eleven pupils answered the questionnaire. As a result of correlation analysis, correlation coefficients between fear of evaluation and defensive communication, hope to being loved and compliant communication were positive and between self confidence was negative. As a result of cluster analysis, 4 clusters were extracted: non-participation, superficial, aggressive and extensive. As a result of ANOVA with clusters as independent variable and fear of evaluation as dependent variable, fear of evaluation in superficial and extensive clusters was higher than in non-participation and aggressive clusters.

This study examined the impact of authentic leadership on classroom management. Using data from 1351 pupils, one-way MANOVAs revealed that pupils’ recognition of teachers’ authentic utterances enhanced their self-value, as measured by relational self-esteem, private self-consciousness, attitude toward self-achievement, and identification with the classroom. Pupils who highly recognized teachers’ authentic utterances had higher self-value scores compared to those with moderate or lower recognition. This result indicates that authentic utterances, as sincere disclosures of teacher’s self-value, contribute significantly to pupils’ self-value. The findings highlight the importance of teachers’ authentic behaviors in enhancing the effectiveness of classroom management.

X-City has been working on a variety of elementary and junior high school collaboration projects towards the start of integrated elementary and junior high school education. However, the special-needs education was only a formal handover, and the school was struggling to tackle student-guidance issues such as problematic behavior and truancy due to maladjustment to junior high school life and accumulation of stumbling. Based on this, we examined ways to share support leading to practice among elementary and junior high school teachers. Consequently, it was inferred that it would be effective to grasp the actual situation of collaboration between elementary and junior high schools, share and practice specific support measures, and hold joint elementary and junior high school case conferences.