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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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Article type: Index
1993 Volume 35 Pages
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Tetsuo SHIMOMURA
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1993 Volume 35 Pages
2-6
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Masaaki HAYOU
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1993 Volume 35 Pages
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Shoichi KOIZUMI
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1993 Volume 35 Pages
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Kazuyoshi YASHIKI
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1993 Volume 35 Pages
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Toshiaki MURATA
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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Yasutoshi YAMAZAKI
Article type: Article
1993 Volume 35 Pages
44-55
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It is required to expand the elective system of the curriculum by the Course of Study, which was revised in 1989. The purpose of this paper is to clarify the retarding factors of the elective system in senior high schools. According to a questionnaire survey of teachers in 108 senior high schools in 3 prefectures, an analysis of the answers leads to the followings: (1) Opinions of the administrators have noticeable influence on the factor of "realizing characteristic curriculum", which is development of individual characteristic curriculum. However, they have no direct influence on the factor of "considering student demand", which is the teachers desire to help the students who wont to determine their own personal choice of curriculum. (2) Opinions of the educational affairs section have no direct influence on neither "realizing characteristic curriculum" nor "considering student demand". On the other hand, they have indirect influence on the factor of "realizing characteristic curriculum". The strength of this indirect influence is almost to the same degree as the direct influence of the administrators' opinions. (3) The retarding factor: "retarding professionalism of teachers" increases at the same rate as the promoting factor: "considering student demand" increases. The ratio is about 17%. These results shows the remarkable relation between promoting factors and retarding factors.
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Eiji KIKUCHI, Osamu YAOSAKA, Takanori SAKAMOTO, Hisashi KAWAI
Article type: Article
1993 Volume 35 Pages
56-68
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The purpose of this paper is to clarify the influences of the organizational climates of the schools on the effectiveness of training for beginning teachers, especially focused on the 'subject-teaching' training. And we take account of the individuality of beginning teachers (e. g. personality traits, adaptation to teaching, attitudes for learning). By analyzing quantitative data collected by the questionnaire survey (N=1,061), conducted for elementary and junior high school teachers, some findings are indicated as follows: (1) The quality of training effectiveness evaluation by beginning teachers partly depends on some aspects of the organizational climates of their schools (i. e. the cooperative climate, the existence of the relationships of instructive interaction among teachers). (2) 'Self-confidence of subject-teaching' is not necessarily influenced by the organizational climates. But as to junior high school beginning teachers, the association is more significant, in particular with the coherence of teachers group. (3) The individual traits of beginning teachers associate with the 'self-confidence of subject-teaching'. This study suggests the limits and possibilities of the organizational climates of schools. Further theoretical and empirical examinations are expected, including some relevant variables.
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Kuniharu SUZUKI
Article type: Article
1993 Volume 35 Pages
69-82
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The purpose of this paper is to clarify the relationship between teacher's job structure and their stress, by analyzing quantitative aspects and cognitive appraisal of working conditions. Findings are as follows: 1. The quantitative aspects of working conditions are not significantly associated with teachers' stress types except for a few cases. 2. Teacher's morale (qualitative aspect), on the contrary, is significantly associated with their stress type. In spite of the common opinion that "the higher teacher's morale become, the lower their stress become", it is found that some of the teachers with higher morale feel high physical stress. 3. Through the analisis of the teacher's cognitive appraisals of stressors, four main categories of stressors are found. (1) Confusion of the belief and sense of value (2) Friction and dissension in personal relationships (3) Sense of pressure of work and busyness (4) Sense of powerlessness or meaninglessness Each life stage of teachers has specific characteristics of stressors. (1) The younger teachers receive "reality shocks" because the climate of their workplace and/or the students' attitudes differ from those they have imagined. (2) The middle-aged teachers meet "crises in the middle career" and reflect their own educational ideas and practices. (3) The elder teachers recoginize the gap between their own ideology and students' ways of thinking.
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Shuu KUMOO
Article type: Article
1993 Volume 35 Pages
83-96
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This paper attempts to clarify the transition of specialty required for superintendents of education at the prefecture and ordinance designatied city in their work as specialist of education and specialist of administration, based on the result of survey of their qualification requirements and work specification since the adoption of superintendency in 1948. The survey of qualification requirements have proved that those superintendents were initially required to have a education or educational administrative specialty for a while since its adoption in 1948, but, in times, they have been required to have both qualifications as education and administrative specialty. Now the latter specialty has been more demanded rather than former specialty on them. The survey of work specification have shown the same conclusion. The above both requirements have been specified in each prefectural or city's regulations concerning their work. However, the work specification related to administration has been enlarged and more detailed. It is assumed that the laws or statutes providing mandated work deligated to those superintendents, which occupies most of their work, would have created more administrative oriented specialty, because of necessity of sophiscated administrative skills. It is concluded that now the primary function of superintendents is placed on the administrative specialty, education specialty as supplementally function, thus making necessary to primarilly enhance the specialty of administration for superintendets of education and employ those with such specialty to deal with politically and administratively complex education problems nowadays.
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Hatsuyo NAMBU
Article type: Article
1993 Volume 35 Pages
97-111
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At the prefectural level, the governor and the prefectural board of education are the main organs of educational administration. Private school administration is carried out by the former, public school administration is carried out by the latter. Therefore, in most prefectures the function of school administration is divided. As an Exception, in Aomori, Akita, Gifu and Ibaraki, the prefectural board of education has the authority to permit the foundation and the close of private schools and decide of a grant for them. The purpose of this paper is to clarify what the cooperation between public school administration and private school administration should be, by analysing the actual conditions of the local educational administration. This paper deals with Shiga, Nara, Osaka and Gifu. The points for analysing actual conditions are 1. the personnel arrangement, 2. the adjustment systems between public school administration and private school administration, 3. the adjustmemt of internal items of education, 4. the channel of information. Main results are the following. 1. In the prefectures which have dual system, there are many kinds of devices in order to build up a closer cooperation between the governor and the board of education. But these devices cannot make up for the defects of dual system. 2. On the other hand, in Gifu whose board of education carries out private school administration, organizational unification has been done, but in essence unification has not been done. 3. Furthermore, from the viewpoint of the autonomy of private schools the surface unification is undesirable. Now new institutional reform is needed for the cooperation between public school administration and private school administration.
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Article type: Bibliography
1993 Volume 35 Pages
112-116
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1993 Volume 35 Pages
117-119
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1993 Volume 35 Pages
119-121
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1993 Volume 35 Pages
121-123
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1993 Volume 35 Pages
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1993 Volume 35 Pages
127-129
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1993 Volume 35 Pages
129-131
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1993 Volume 35 Pages
131-133
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1993 Volume 35 Pages
133-135
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1993 Volume 35 Pages
135-136
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1993 Volume 35 Pages
137-141
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1993 Volume 35 Pages
142-144
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
152-153
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1993 Volume 35 Pages
153-155
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1993 Volume 35 Pages
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1993 Volume 35 Pages
156-157
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1993 Volume 35 Pages
158-159
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1993 Volume 35 Pages
161-196
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1993 Volume 35 Pages
197-204
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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1993 Volume 35 Pages
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