@article{oai:nagoya.repo.nii.ac.jp:02002385,
 author = {元木, 廉 and MOTOKI, Ren and 内田, 良 and UCHIDA, Ryo},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Mar},
 note = {This paper documents what school managers find challenging regarding the workstyle changes undergone during the period of Covid-19, and reports what beliefs and guidelines these managers have embraced. By interviewing four education managers, we investigated the actual situation of work in the time of Covid, as well as the progress made with the various workstyle reforms, and recorded the diverse opinions regarding these changes. The following three points are summarized after an intensive analysis of the interviews. 1. Even in managerial positions, principals, vice-principals, chief teachers, etc. have different interpretations of what entails workstyle reform. One in the position of principal can dominate an environment with his/her own view of education; his/her opinions regarding the value of workstyle reform can have an influential expression. The vice-principal or chief instructor--those individuals who manages the day-to day management of education-- often regard the workstyle reform as additional workload, or a reform without much clarity of purpose. In a school, it is important to promote a workstyle reform while understanding clearly what each new work role will entail. In discussions about workstyle reform, principals, vice-principals, and managers of chief teachers must clarify overall goals, reaching a consensus as to their attainment. 2. A true awareness of a manager’s workstyle reforms has a considerable influence on the progress of workstyle reforms for an individual school, the behavior of its staff, and the general atmosphere. Due to this recent trend for workstyle reforms, an increased awareness of the working hours of educators has come to the forefront. An introduction of an appropriate attendance management system aims to promote a better understanding of working hours and the necessity for break times. However, there are differences in the degree of implementation of workstyle reforms. Diverse perceptions of managers and their individual views regarding education may affect the workstyle reforms of schools. Therefore, it is important for a manager to gauge the necessity of a workstyle reform for a particular school, and to propose new ideas in cooperation with general faculty and staff. 3. There is a great need for labor management and workstyle reforms for managers and supervisors themselves. The Board of Education should be actively involved in understanding the working styles and labor management challenges of school managers. Measures should be taken to reduce the burden on the vice-principal, chief teacher, etc., who are essential in running the school, and to increase their motivation to do so with earnest, equitable, and successful results.},
 pages = {153--166},
 title = {コロナ禍における学校の働き方改革 : 管理職へのインタビューを通して},
 volume = {68},
 year = {2022}
}