Departmental Bulletin Paper 教員世界における格差 : 職場における承認感に着目して
The Social Gap among Teacher Groups : An Analysis of Teachers’ Feelings of Recognition from Colleagues in the Workplace
キョウイン セカイ ニ オケル カクサ ショクバ ニ オケル ショウニンカン ニ チャクモク シテ

中村, 瑛仁  ,  Nakamura, Akihito  ,  ナカムラ, アキヒト

21pp.133 - 144 , 2016-03-31 , 大阪大学大学院人間科学研究科教育学系 , Department of Education Graduate School of Human Sciences, Osaka University , オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ
ISSN:13419595
NCID:AN1055404X
Description
本論では、教員世界における格差の問題を取り上げ、教員の職場における承認感に着目してその実態を検討した。中学校教員を対象とした質問紙調査のデータを用いて、教員の職場承認感の格差について分析した結果、次のような知見が得られた。第一に、教員の職場承認感の分布とその機能について確認した結果、約3 割の教員は職場承認感を感じていない実態がある一方、職場承認感は内発的働きがいと強く結びついており、内発的働きがいを支える機能を有している。第二に、職場承認感の規定要因を検討した結果、職場承認感は女性教員ほど低く、非正規教員ほど高い(一般教員と比べて)、そして、勤務校1 年目の場合低まる( 5 年以上の教員と比べて)傾向がある。第三に、その結果を受けて女性の職場承認感が低まる背景を吟味すると、男女によって年齢の職場承認感に与える効果が異なることが確認された。以上の結果から、教員世界における格差の実態について、女性教員が周辺化されている背景について考察し、教員の働きがいや教育実践、力量形成やキャリアに影響を与えうる職業内の格差に注目する意義を論じた。
This paper examines the social gap and inequality among teachers, focusing on their recognition in the workplace. Through analyzing the data of a questionnaire survey administered to junior high school teachers, the gaps of recognition from other colleagues were analyzed, and the following findings were obtained. First, we checked the responses of teachers’ recognition and the function of the recognition, and the data showed that about 30% of the teachers do not feel recognized in the workplace. On the other hand, the sense of workplace recognition was strongly associated with intrinsic job satisfaction. This means that the recognition has a function to support the endogenous rewarding of teachers. Second, examining the factors of workplace recognition, we found that three factors – gender, status of job, and the number of years working in the school – determine the level of workplace recognition. Concretely, female teachers’ recognition feeling was lower than male teachers, and the non-regular faculty teachers’ recognition feeling was higher than the general faculty teachers. Finally, the teachers who have worked in the school for one year had a feeling of recognition more than the teachers who have worked in the school for over five years. Third, examining why female teachers’ recognition feeling was lower than male teachers, it was confirmed that the age has different effects on teachers’ recognitions by gender. Finally, we discussed the social gap among teachers and the background of why female teachers have been marginalized. In addition, we also pointed out the significance to critically analyze the workplace condition and the social gap in the teaching profession that could affect the job satisfaction, teaching practice, competence formation, and career of teachers.
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