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Bullying, school-non-attendance, and school administration

欺凌、旷课和学校管理

基本信息

批准号：
10610262
负责人：
HATA Masaharu
金额：
$ 1.86万
依托单位：
OSAKA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10610262/
关键词：
bullying school-non-attendance "classroom disruption"the fluctuation of normative orientation "school violence II""unruleness" of elementary school students human relationship among teacher groups administrators' leadership 学級の「荒れ」教師集

项目摘要

So far, several matters clarified through investigations and studies for three years are as follows. First of all, the "unruly" situations of children nowadays are confirmed. The at-risk situations of children are closely related to not only bullying and school-non-attendance, but also various problematic behaviors. It is also ascertained that some at-risk behaviors happen at what is called "unruled" classrooms. Furthermore, the "unruly" phenomena is certainly reaching out and widespreading to elementary school ages, and the incidence of at-risk behaviors of elementary school ages exceeds that of junior high school ages according to the substance of such deeds. Secondly, so many teachers tackle by themselves the delinquent and at-risk problems of children including the problems of bullying and school-non-attendance, on the other hand, while few teacher groups regard such problems as those of whole school and positively have the cooperation system. Especially, 20% of whole elementary an … More d junior high schools investigated in this study is in a situation of neither the cooperation system among teacher groups or partnership at all. In addition, in order to solve these problems, very few teachers have partnership with a local community and students' home. Their pressure of work and the situation that teachers are strongly likely to confine themselves to their own classroom affect the way of their problem solving. Thirdly, it is confirmed that effective schools that deal with the delinquent and at-risk behaviors of children obtain certain results. Especially, the schools that have the well-defined cooperation system among teacher groups and the accurate division of their roles about the problems produce more certain results. Then, it has been found that the ability of leadership of administrators such as a principal and a vice-principal is a key factor in the cooperation system among teachers and the division of their roles. Those schools have without exception partnerships with homes and local communities, and in their administrations, the figure of the administrators' leadership→the cooperation system among teacher groups→partnership with local communities and homes is identified. Less

到目前为止，经过三年的调查研究，澄清了几个问题。首先，证实了当今儿童的“不守规矩”的状况。儿童的高危状况不仅与欺凌和缺课密切相关，而且与各种问题行为密切相关。一些危险行为也被证实发生在所谓的“无规则”教室里。此外，这种“不守规矩”的现象肯定会蔓延到小学年龄，从这种行为的实质来看，小学年龄段危险行为的发生率超过了初中年龄段。另一方面，许多教师自己解决儿童的犯罪和高危问题，包括欺凌和缺课问题，而很少有教师团体将此类问题视为整个学校的问题，并积极建立合作机制。特别是，整个小学和…的20%本研究调查的多所初中学校既不是教师群体之间的合作制度，也不是伙伴关系。此外，为了解决这些问题，很少有教师与当地社区和学生之家合作。他们的工作压力和教师很可能把自己限制在自己的课堂上的情况影响了他们解决问题的方式。第三，证实了有效的学校对儿童的犯罪和危险行为的处理取得了一定的效果。尤其是教师群体之间合作机制明确、角色分工准确的学校，就更能产生明确的效果。研究发现，校长、副校长等管理者的领导能力是教师协作机制及其角色划分的关键因素。这些学校无一例外地与家庭和当地社区建立了伙伴关系，在它们的行政管理中，确定了行政领导→教师团体之间的合作系统→与当地社区和家庭的伙伴关系的数字。较少