| Project/Area Number |
23531051
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
ANDO Tomoko 上越教育大学, 学校教育研究科(研究院), 准教授 (70303196)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 学校力 / 学校の組織力 / 特色ある教育活動 / 相互行為 / 学校経営ビジョン / 意味付与 / 知識経営 / 学校評価 / 教員組織 / 特色ある学校づくり / 組織コミットメント / 学校組織 / 学校改善 / 教職員 / 解釈的アプローチ |
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| Research Abstract |
In this study, I defined <school power> as a result of subjective evaluation that as a regard to being able to understand each other, teachers, and parents, and the board of education, and others. To improve <school power>, it's especially important that teachers find an affirmative meaning for a school.
By case studies, The following things became clear. 1 When a teacher recognizes one's role, an active action and affirmative meaning are promoted. 2 When teachers can look around the practice and actions of colleagues well, affirmative implication promotes it. 3 The teacher is easy to participate in activity affirmatively so that there is much information in an organization. So, I concluded that the knowledge management by leaders was activated the active participation of teachers. Because the knowledge management by leaders let the active participation of the teacher activate, I concluded that it was an important point.
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