1998 Fiscal Year Final Research Report Summary
Process Analysis of Development of Teachers' Self-Efficacy Based on Semi-Clinical Approach
| Project/Area Number |
08610118
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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 |
教育・社会系心理学
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| Research Institution | Aichi University of Education |
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Principal Investigator |
MATSUDA Sei Aichi University of Education, Education, Professor, 教育学部, 教授 (30076765)
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| Co-Investigator(Kenkyū-buntansha) |
SUZUKI Masao Aichi University of Education, Education, Professor, 教育学部, 教授 (00024068)
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| Project Period (FY) |
1996 – 1998
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| Keywords | Teacher / self-efficacy / typology / case study / dveloping factors / career |
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| Research Abstract |
In the 1st part. of research, the evaluation of the description about feeling of self-efficacy on the semi-constructed questionnaire and of interviewing protocols of teachers was executed. Also, the self-efficacy scales for teachers was administered
Different four types were found out respectively, based on the ratings of the descriptions and on the ratings to the scale.
It was found that the levels of teacher-self-efficacy were different among these four types, and that the levels of connection between teacher and children's families was one of important factors that differentiate these types. But the most of the teachers were practicing well worked out plans by themselves, and/or they were adopting unique methods learned at some seminars of veteran se- niors.
The members belonging one of types showed different levels of self-efficacy depending on the number of years of the career. And the efficacy levels of some teachers were affected by the leadership of schoolmasters.
At the 2nd part, we could find that veteran middle school teachers showed higher scores than veteran elementary school teachers in these two items, "devoted oneself single-mindedly to edu- cation" and "bu-katsu(club activity)", which were factors developing self-efficacy. Also, mid- dle school teachers were more than elementary and highschool teachers in self-efficacy scores in such scales as "having enough training to deal with almost any learning problem".
These above are preliminary investigations. We need further examination of relations among theseresults, and of methodological implication to clinical study.
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