| Project/Area Number |
20530593
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Aichi University of Education |
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Principal Investigator |
YUGE Yoko Aichi University of Education, 教育学部, 准教授 (80335827)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2008: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
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| Keywords | 教師 / 指導性 / 指導行動 / 学級集団 / 学級連帯性 / 自律性 / 時系列的変容 / 行動観察 / 学級経営 / 学習意欲 |
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| Research Abstract |
The present research investigated the integration of teacher's two discrepant instructional leaderships : task-oriented leadership and acceptance leadership. In study 1, elementary school teachers (N=191) completed a questionnaire measuring instructional behaviors, classroom pupils' task motivation and performance, and cooperation. Classroom pupils (N=1,037) estimated their task motivation and cooperation. The results revealed that fifth- and sixth grade teachers practiced "confront the task considerately" strategy as two leaderships' integration. In study 2, one year period case study reported that a fifth-grade elementary school teacher strategy changed from consideration to delegation, and that her pupils improved their autonomy and cooperation.
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