@article{oai:nagoya.repo.nii.ac.jp:00002394,
 author = {原岡, 一馬 and HARAOKA, Kazuma},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {This study investigated the structure of professional growth of elementary and middle school teachers through a self-report questionnaire. Factor analysis was done to reveal the factors underlying the development of teachers, and differences in these dimensions were sought for sex, school type (elementary or middle), teaching experience, etc. In addition, differences for 10 aspects of teacher role consciousness were examined. The subjects consisted of 237 elementary and middle school teachers, 140 of them male and 97 female, with experience ranging frome one to more than 20 years. The questionnaire utilized consisted of the same items as the previous related study (Haraoka, 1989) on teacher growth, composed of 95 items, plus 10 additional role conciousness items. The following observations were made pertaining to teacher growth : 1. Generally, present day teachers actively strive to develop themselves as teachers, and both individuals as well as the work environment are facillitative of this effort. 2. Male teachers display a higher extent of growth than their female counterparts. 3. Elementary school teachers tend to show more growth than middle school teachers. 4. As teachers gain more job experience, they extend their growth, but process loses momentum during the ninth and 14the years, only to resume acceleration from the 15th year. 5. There is a difference in the role perception of teachers between the two school levels, elementary school teachers tending to emphasize understanding their children and their work motivation, while their middle school counterparts stress classroom management and control. 6. In terms of role consciousness and teaching experience, there appears to be little difference, perhaps a slight drop, between the first stage of development (up to the eighth year) and the second stage (the ninth to the 14th year), but after the 15th year, much higher levels of consciousness can be seen. The factor analysis of the growth items resulted in a structure composed of four factors : the first factor was called "teaching confidence and growth"; the second, "growth through the work environment and colleagues"; the third, "growth as person with a wide perspective"; and fourth, "teaching anxiety". Each factor served as scales to allow an analysis based on sex, school type and teaching experience. The results are summarized as follows. 1. For "teaching confidence and growth", males proved to be higher than females, while it was vice versa for "teaching anxiety". Therefore, it can be interpreted that males are more apt to have a higher level of growth as teachers than females. 2. For all four scales, statistically signinficant differences were attained between elementary and middle school teachers. The former were higher in growth for "teaching confidence and growth", "growth through the work environment and colleagues" and "growth as a person with a wide perspective", while the latter scored higher for "teaching anxiety". Subsequently, it can be said that elementary school teachers generally have superior growth compared to middle school teachers. 3. In terms of teaching experience, "teaching confidence and growth" increased with the number of years on the job, while "growth through work environment and colleagues" and "growth as a person with a wide perspective" showed a slight decline in the intermediary years (ninth to 14th), and "teaching anxiety increased in the intermediary stage and delined after 15 years of experience. In interpreting these tendencies, it can be remarked that teachers in their intermediary years are increasing in confidence at the same time as they are increasing in anxiety, thus they may be in a state of confusion. However, once they have reached 15 or so years, they are capable of resolving their dissonance, and are able to find room for growth and motivation in their work. …, 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {1--22},
 title = {<原著>教師の成長と役割意識に関する研究},
 volume = {37},
 year = {1990}
}