Background: Teachers in hospital schools are in a unique situation to educate sick children in hospitals. Nevertheless, their growth and development are left solely to their own efforts. The model of teacher development in hospital schools is not clear.

Objective: In this study, the model of teacher development in hospital schools is assessed.

Methods: A self-reporting questionnaire survey was administered to teachers in hospital schools, from which data of 215 teachers were included in analyses. Exploratory and confirmatory factor analyses were conducted of psychological factors, social factors, Practical involvement with children and their parents, educational views of teachers in hospital schools, and growth. A model of factors influencing growth was developed from the obtained subscales. Furthermore, the model was validated with path analysis using AMOS.

Results: The results of the factor analysis revealed the following subscales for the factors contributing to the growth of teachers in hospital schools. As psychological factors, we obtained subscales for ［willingness to learn for in-hospital classes］ and ［positive self-concept］. As social factors, we obtained subscales of ［emotional support and environment of encouragement and oversight］, ［informational and instrumental support of consultation and advice］, and ［evaluative support from the hospital］. As for the Practical involvement with children and their parents, we obtained the subscales of ［relationships with family and death］ and ［encounters with children who are ill］. Furthermore, the following sub-concepts of educational views of teachers in hospital schools were obtained: ［educational views that promote the growth and recovery of children with illnesses］ and ［educational views that nurture the ability to live with the illnesses］. And the following subscales of the growth of teachers in hospital schools. ［understanding sick children and educational practices］, ［ability to build relationships］, and ［change in perceptions of children and health］. We used these variables to validate our model through path analysis. Results supported the model indicating psychological factors, social factors, and the Practical involvement with children and their parents, as factors in the development of teachers in hospital schools through their views of education (χ² = 0.09, df = 3, p = 0.99, CFI = 1.00, SRMR = 0.001, RMSEA <0.0001).

Conclusion: Growth and development of teachers in hospital schools was shown to be influenced by psychological and social factors, the Practical involvement with children and their parents, and their views of education. In particular, the acquisition of a view of education as teachers in hospital schools was demonstrated as a factor facilitating growth. In addition, the model of teacher development was shown that they grow through the acquisition of an educational perspective as teachers in hospital schools.