Background: Goal-setting skills are essential for the project-based learning emphasized in the present course of study. Scales of goal-setting skills are useful for the development of contents and evaluation of projectbased learning. So far, a scale of goal-setting skills for upper-grade elementary school students has been developed in Japan. However, the number of items on the scale has been small, and the reliability has been low.

Objectives: This study aims to develop a scale of goal-setting skills for upper-grade elementary school students based on the situation of their goal-setting in daily life and to verify the reliability and validity of the scale.

Methods: Firstly we conducted a questionnaire survey and focus group interview to grasp the actual situations of goal-setting in daily life, in summer vacation, and in improving performance of exercise of the upper-grade students. Secondly, we developed a preliminary scale of goal-setting skills. We conducted the survey with 419 fifth- and sixth-graders in elementary schools (193 boys and 226 girls) using the scale. Moreover, we checked the reliability and concurrent validity of the scale with scales of self-control, resilience, and self-efficacy, respectively.

Results: (1) A scale of goal-setting skills had high reliability (α=.814, 17 items). Four factors of goal-setting skills were extracted with factor analysis: “will to achieve” (α=.833, 8 items), “plan to achieve” (α=.713, 4 items）, “consultation with their surroundings” (α=.703, 3 items), and “flexible goal-setting” (α=.529, 2 items)

(2) Goal-setting skills showed a significantly positive relationship with scales of self-control (r=.474, p<.001), resilience (r=.673, p<.001), and self-efficacy (r=.318, p<.001). Subscales of “will to achieve” and “plan to achieve” also showed significantly positive relationships with the three scales (r=.225− .661). Goodness of fit of the scale of goal-setting skills was satisfactory with GFI=.919, AGFI=.891, RMSEA=.061, and AIC=372.211

(3) The goal-setting skills scores were significantly higher in girls than in boys among the sixth-graders (F(1,417)=3.90, p<.05).

Conclusion: The concurrent validity of the goal-setting skills and the subscales was confirmed. The reliability was also secured except for the factor“flexible goal-setting,”which had lower reliability.

Background: According to the revision of the course of study and the results of a national survey in recent years, ingenuity of teaching methods is required to aim for the improvement of health education classes in Japan.

Objective: The purpose of this study was to clarify the situation of team-teaching（TT）in health education classes among Yogo teachers from three stages: preparation, instruction and evaluation. We also examined the consciousness of participation in TT of Yogo teachers and factors of their consciousness such as motivation and expectations.

Methods: A survey was conducted with all Yogo teachers of public elementary schools and public junior high schools in four prefectures, using an anonymous self-administered questionnaire from October to November 2014. 913 Yogo teachers of elementary schools and 425 of junior high schools responded.

Results: The rate of Yogo teachers who instructed health education classes as team teachers was 46.8% in elementary schools and 29.6% in junior high schools in 2013. The main reason of non-participation in health education classes as a team teacher was “because it wasn’t requested from the teacher in charge”. The answers of “because of giving priority to Yogo teacher’s work”, “because I didn’t understand the contents of health education”and“because I didn’t have enough confidence or motivation to instruct” also stood out. As for the participation rate in the evaluation stage, Yogo teachers who participated in criterion-referenced evaluation for each viewpoint were 6.6% in elementary schools and 3.1% in junior high schools. For the stage of preparations, each of the 3 sub-category preparation items had different rates, and the totals were 34.6−78.7% in elementary schools and 22.1−66.4% in junior high schools. “Offer material and data” had a relatively high rate, but“making teaching materials” and “making drafts of educational guidelines”had low rates. The motivation of the participation in TT was high in the stage of preparations and implementation. ‘Expectations’, which is strengthened by participation in TT, was high in all stages. On the whole, it showed that such high motivation was an important factor to encourage participation in TT.

Conclusion: It was suggested that the general situation of Yogo teachers’participation in TT in health education classes was insufficient, so further participation was expected. To encourage Yogo teachers’participation in TT in health education classes, it is important to improve the consciousness of elementary school teachers and junior high school PE teachers to utilize TT during in-service training, to encourage more teaching staff member’s mutual understanding inside each school and the maintenance of a staff support system, and to increase consciousness of understanding and participation of the state of TT of health education classes among Yogo teachers.

Background: Currently, 80% of school-age children with illness are studying in regular classes of elementary and junior high school. They need special consideration and teachers’ support in school life. Nevertheless, it remains unclear which factors affect teachers’supportive behavior for children with illness.

Objective: This study assessed factors affecting teachers’supportive behavior for children with illness.

Methods: A questionnaire survey was administered to 276 elementary school classroom teachers. The questionnaire asked about knowledge and experience related to illness, image of illness, image of children with illness, difficulties arising when teachers support them, and supportive behavior for children with illness. Analysis objects were 171 (71.5%).

Using exploratory factor analysis, we constructed summative scales for some items. Multiple regression analyses were conducted using scores for supportive behavior as an objective variable, with scores for some scales as explanatory variables.

Results: As a results of factor analysis, “negative emotions towards illness”, “difficulty and limitation because of illness”, “mental growth that children acquired through illness” and “positive influence of children with illness on classmates” were １ factor respectively.

Factor analysis of “images of difficulties caused by children becoming ill” extracted three factors: “trouble with social and independent development”, “negative emotions caused by illness” and “trouble with school life because of illness”. Factor analysis of “difficulty when teachers support children with illness” extracted five factors: “difficulty in adapting to group life”, “difficulty in health management”, “difficulty in cooperation with surroundings”, “difficulty in supporting independence” and “difficulty in environment maintenance”. Factor analysis of supportive behavior extracted two factors: “support considering of the state of children” and “normal relationships”.

Factors influencing “support considering the state of children” were “positive influence of children with illness on classmates” (β=0.50, p<0.001), “difficulty in health management” (β=-0.22, p=0.001). The adjusted coefficient of determination for this model was 0.26 (p<0.001).

Factors influencing “normal relationships” were “trouble with social and independent development” (β=-0.26, p<0.001), “negative emotions caused by illness” (β=0.19, p=0.01), “influence of experience” (β=0.15, p=0.04) and “positive influence of children with illness on classmates” (β=0.15, p=0.05). The adjusted coefficient of determination for this model was 0.14 (p<0.001)

Conclusion: These results suggested that classroom teachers need raise positive recognition for children with illness to encourage teachers’support for children with illness.