This article tries to clarify the feature of the teacher’s culture. Researcher’s interests include that what types of the teacher’s cooperation are expressed with an individual school and how we can embody the concrete educational policy. The purposes of research are to clarify whether there are some types of “the teacher’s cooperation” on a high school teacher’s culture (Research 1), and “the teacher’s cooperation” has been changing for a long term (9 years: Research 2).

The results suggest as following: Research 1: “the teacher’s cooperation”: in two directions exists. a) It is “the teacher’s cooperation” on the student guidance activities: (cooperation is not demonstrated), b) on the career guidance activities: (cooperation is demonstrated). Research 2: The results of the longitudinal reports indicate that educational activities that were emphasized on a high school have not changed in spite of the personnel changing, that is, the score order of the evaluation for 23 item has not changed (9 years). The results of this research suggest that it is necessary to assess the individual teacher’s culture to understand how and what types of teacher’s cooperation are demonstrated on each activities. On the basis of these efforts, it will be possible to embody concrete school improvements.

Teacher burnout has recently been a very real problem in the Japanese teaching profession. The quantitative studies of the problem up to this day have not been able to accurately portray the actual situations that are going on at the front lines. Using micro ethnographic approaches, this paper analyses the current teacher burnout situations and generates a hypothesis on the mechanism of it that contains the relationships with a wide variety of macro phenomena.

This study proposes a hypothesis that Japanese teacher burnout is caused and developed by the following six factors: (1) the organizational structure and teacher culture that can be the basis of their stress and burnout, (2) the instability of their identities and loss of self-confidence caused by bureaucratization, (3) the externality of behavioral code imposed by the organizational self-protection, (4) the burden-sharing and work overload caused by the insufficient family discipline, (5) the gap between the difficult student guidance and insufficient guidance skills and (6) the decline of the cooperative system and peer mutual support. Findings reveal the necessity of including social-historical factors as determinants of teacher burnout besides organizational and personality ones.

This study was aimed to investigate the place where family can relax together in a house (e.g. living room, dining room, etc). For this purpose, the author asked junior high school students to draw such places in their houses. Drawings by them were regarded as the expression of physical environment of their family. In contrast, the expression gained from this research using ‘Family image technique’ and ‘Parent-Adolescent Communication Scale’ showed psychological environment of their family.

In conclusion, the author found that following points may be important in a healthy family. (1) Existence of various members such as grandparents may make relationship of family members better. (2) Distance among each family members becomes more appropriate because of the existence of a good father. (3) Both of physical and psychological environments interact each other.