Educational social psychology on instructional strategy as the integration of teacher's two discrepant leaderships
| Project/Area Number |
20530593
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | Aichi University of Education |
|---|
Principal Investigator |
YUGE Yoko Aichi University of Education, 教育学部, 准教授 (80335827)
|
|---|
| Project Period (FY) |
2008 – 2010
|
| Project Status |
Completed (Fiscal Year 2010)
|
| 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)
|
|---|
| 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 |
|---|
| 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.
|
Report
(4 results)
Research Products
(29 results)
