Kamada Masafumi

In this study, we conducted a questionnaire survey to examine the awareness and cooperation between junior high school teachers and preschool teachers during the home economics Fureai-Taiken program in junior high schools. The focus was on preliminary meetings between preschool and home economics teachers. The survey targeted preschools across Japan that accepted junior high school students for their interactions with the Fureai-Taiken program. Responses were collected from 163 preschools and 788 preschool teachers. The findings revealed an overall lack of meetings within the Fureai-Taiken program. It was also observed that preschool teachers would like to hold more meetings with junior high school home economics teachers regarding the program. Furthermore, preschools in which teachers were aware of close contact and collaboration with junior high schools were more likely to recognize the program’s significance and adopt a cooperative attitude toward it. It was concluded that for preschool teachers to have a positive view of the Fureai-Taiken program and engage cooperatively, it was important to foster efforts not only at the individual level but also at the group level.

近年，多様化している教育課題へ対応するために，学校組織における教師の組織的学びの必要性が議論されている。本研究では，教師の組織的学びを活性化させる要因として，校長のリーダーシップと心理的安全性に着目し，その影響について検討した。具体的には，組織的学びに関する教師の認知の指標として，組織変革意識と専門職の学習共同体（PLC）認識を設定した。そして，校長のエンパワリング・リーダーシップと専制的リーダーシップを先行要因，教師集団の心理的安全性を媒介要因と位置づけ，これらの直接的・間接的な影響を吟味した。公立の小・中・高等学校教諭を対象にWeb調査を実施し，回答データに対して構造方程式モデリングによる分析を行った。その結果，モデルの適合は良好であり，校長のエンパワリング・リーダーシップは組織変革意識とPLC認識を直接的に促進するとともに，心理的安全性を介した間接効果をもつことが示唆された。