鎌田 雅史

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。

<p>This study investigated the efficacy of upward influence tactics in school counseling embeddedness. We adopted Social Identity Theory perspectives, and examined the dyadic interaction between principals and teachers in charge of school counseling (School Counseling Teachers: SCT). We analyzed 293 principals and 285 SCT in 298 elementary schools. Results indicated that the principals' recognition of Consultation and Rational persuasion was positively correlated with shared recognition in school counseling (SCT's roles and competencies). In the same way, Rational persuasion was positively correlated with the dyadic recognition of principals' involvement (fostering cooperation among school personnel and SCT's positive involvement). However, recognition of Pressure was negatively correlated with principals' involvement. Furthermore, the results reveal that school counseling embeddedness was fostered through shared recognition and participative behavior by principals.</p>

This study investegated the coordinating behavior of yogo teachers and clarified how their abilities and authority affected their coordinating behavior. Further, the study examined their coordinating behavior's connections to the type of school they are employed at, the division of school duties, the size of the school, and their length of employment. This was done using a questionnaire that targeted yogo teachers who worked in primary, middle, and high schools of 10 prefectures, administered from June to September 2008.The results could be explained using the following categories:（1）individual support coordinating behavior, which included explanation and coordination, co-operation with students' homeroom teachers and guardians, judgement, and assessment plans;（2）systematic coordinating behavior, which included management, information gathering, and coordination with support systems and specialized subject faculties; and（3）the abilities and authority of yogo teachers that affected their coordination behavior, which included team building, ability to have discussions and assess situations, subject matter knowledge, and authoritative duties. The yogo teachers' experience influenced their individual support coordinating behavior, and the size and type of the school influenced their systematic coordinating behavior. In addion, being an educational consultant or School Health Co-ordinator affected the abilities, authority, and coordinating behavior of yogo teachers.

コレクション : 国立国会図書館デジタルコレクション > デジタル化資料 > 雑誌

コレクション : 国立国会図書館デジタルコレクション > デジタル化資料 > 雑誌

This study examines how children's social power cognitions about themselves and the collective efficacy of their classrooms affect their selection and use of influence tactics toward their classmates. The effect of daily usage of influence tactics by children on agents' perception of social power is also examined. The results of linear regression analysis indicate that children who see themselves as friendly holders of power deriving from the perception of affable friendships use both collaborative and coercive influence tactics. While the use of collaborative tactics encourages agents' friendly social power cognition, the use of coercive tactics only reinforces their coercive power cognition. In addition, it is suggested that the effect of social power over agents' use of influence tactics is moderated by the collective efficacy of their classroom.

This study examines how the use of influence tactics between peers affects the likelihood of eliciting social support. The participants (261 college students) were asked to imagine themselves in one of six scenarios, which described a hypothetical peer agent who usually uses specific influence tactics and the strength of the friendship. Then the participants rated the likelihood of supporting the agent, when the agent confronted a stressful situation. The result shows that the participants gave less spontaneous support to an agent who used hard influence tactics, such as restricting their freedom in choosing a course of action. Regarding emotional support, when they are in a close relationship with the agent, the participants gave the most spontaneous support to the agent using soft influence tactics, such as ingratiation. Participants gave steady socio-emotional support to agents using rational influence tactics, regardless of their relationship. This study also examined how influence tactics affect the participants' impression of the agent.