2010 Fiscal Year Final Research Report
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
|
| Keywords | 教師 / 指導性 / 指導行動 / 学級集団 / 学級連帯性 / 自律性 |
|---|
| 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.
|
Research Products
(17 results)
