RESEARCH ON REALATION BETWEEN APPRAISAL, DISCIPLINE, AND TRAINING OF TEACHERS

教师评价、纪律与培训关系研究

• 批准号: 03451041
• 负责人: URANO Toyokazu
• 金额: $ 2.5万
• 依托单位: The University of Tokyo
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (B)
• 财政年份: 1991
• 资助国家: 日本
• 起止时间: 1991 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-03451041/
• 关键词: Teacher Appraisal; Training of Teachers; Disciplinary Action; Accountability; Personnel Administration; Merit Pay; Evaluation of Teachers; Responsibility; 教員人事行政; 教員評価; 市町村教育委員会の内申権; 校長の意見具申権; 管理主事

1, We analysed the questionnaires about personnel affairs of teachers. That questionnaires were sent to principals, senior teachers, and administrators of teacher personnel in boards of education in 1991. The results of that analysis are(1) It is about 80% of all teachers who don't know entirely or a little about on what elements their own service are appraised.(2) Most of teachers have opaque feelings about how results of appraisal are used.(3) It is predicted that most of teachers show negative reaction to be appraised from the point of accountability to children and parents.(4) The possibility of mutual consent about institutional and objective methods of improvement of teacher appraisal isn't almost expected.2, About comparative research, we studied about school management and teacher appraisal in England. The teacher appraisal in England enforced since autumn, 1991 is so different to Japanese system.

1、对教师人事问题问卷进行了统计分析。该问卷于1991年向教育委员会的校长、高级教师和教师人事管理人员发出。分析结果为：(1)约80%的教师对自身服务的评价内容不完全或不了解；(2)大部分教师对评价结果的使用有不透明的感受；(3)从对孩子和家长的问责角度预测，大多数教师对被评价表现出消极的反应；(4)在改进教师评价的制度性和客观性方法上达成共识的可能性不大。2、在比较研究方面，我们研究了英国的学校管理和教师评价。1991年秋季开始实施的英国教师评价制度与日本的教师评价制度有很大的不同。

项目成果

Osamu, Kanda: SANSEIDOU. Theory of Educational Law and Administration, 284 (1993)

神田修：三省堂。

神田 修: "教育法と教育行政の理論" 三省堂, 284 (1993)

神田修：《教育法与教育行政理论》三省堂，284（1993）

浦野 東洋一: "教員の評価,懲戒・分限処分,研修制度についての研究" 東京大学教育学部教育行政学研究室紀要. 12. (1992)

浦野丰一：《教师评价、纪律处分和培训制度的研究》东京大学教育学部教育管理实验室通报12。（1992）