Maho Tanaka

This study clarifies the actual situation of employment guidance and support at the Osaka Prefectural Correspondence High School and examines related issues. Its grade/class structure, curriculum, and teacher organization, which are vastly different from those of full-time schools, do not mesh well with the detailed process necessary for employment through school placement. Students with different graduation years were enrolled in each grade from first to eighth year, and job-seekers were unevenly distributed. Class times vary ; therefore, teachers have few opportunities to meet each other. Furthermore, high school teachers are less aware of classroom management than elementary and junior high school teachers. At the same time, many students have difficulty using school placement services. For these reasons, it is difficult for homeroom teachers to take the lead in interacting with students who wish to find employment and coordinate with career guidance departments as in full-time schools. The principal’s leadership function is important, but insufficient to increase the effectiveness of employment guidance and support. The school has been working guarantee a career path beyond learning by functioning in a distributed leadership system that includes teachers and external parties.

本研究の目的は、地域連携担当教職員に焦点をあて、子どもの貧困対策としての学校と地域の連携方策について検討することである。そのため、計4,822校の地域連携担当教職員を対象として質問紙調査を実施した。その結果、第一に、地域連携担当教職員として学級担任外の教職員を配置する必要性を指摘することができる。第二に、子どもの貧困対策を推進するためには、連携組織体制が連携教職員の職務遂行に及ぼす影響を考慮する重要性が示唆された。具体的には、地域連携を推進する会議体の設置、およびその構成員に福祉等関係職員を含めること、かつそこでの話題として困難を抱える子どもの話題を取り上げること、さらにケース会議といった困難を抱える子どもに特化する会議体に参加できるようにすることで、連携教職員の職務遂行程度をあげる方策が見出された。