Were teachers'images for the ideal / real classes and leadership behaviors changed by teacher experiences and grades of their classes?: A Questionnaire survey of elementary school teachers who worked at A-City in Okinawa

本研究の目的は，沖縄県A市の公立小学校に勤務する学級担任108名（平均教職歴15.50年）を対象に質問紙調査を実施し，教職歴や担当学年の違いによって，理想的・現実的学級像認知や指導行動が異なるかどうかを明らかにすることであった。調査の結果，以下の6点が示唆された。すなわち，(1)担当学年が低学年であれば，担当しているクラスの雰囲気を「楽しい」と認知する傾向がある。(2)高学年担当教師は，教職歴が長いほど，クラスの理想像を豊かに描き得る可能性がある。(3)沖縄県においては，教職歴によって，指導行動は大きく異ならない可能性がある。しかし，(4)ひきあげる機能を持つ「突きつけ」は，低学年ではなく，中圏学年において，養う機能を持つ「受容」「理解」と関連する。(5)教師は，担当学年に応じて，ひきあげる機能を持つ「突きつけ」を使い分けている。(6)担当学年によって，クラスに対して持つ理想像が指導行動に与える影響は異なる。議論は，学級像認知や指導行動において沖縄県に特有の課題があるかどうかを中心に行った。The purpose of this study were to reveal how teachers' images for the ideal / real classes and leadership behaviors influenced each other and these relationships were changed by teaching experiences and grades of their classes. Participants were 108 elementary school teachers (Average teacher experiences= 15.50 years). Main findings were as follows: (1) Teachers recognized their classes "fun" in lower classes. (2) Experienced teachers in upper classes had rich images for their ideal classes. (3) There might be no differences in leadership behavior by teaching experiences in Okinawa. (4) Teachers' task-oriented leadership behavior (confrontation) was positively correlated with their nurturing leadership behavior (acceptance and understanding) in middle and upper grades. (5) Teachers could use task-oriented leadership behavior (confrontation) effectively according to grades of their classes. (6) Teachers' image for ideal classes affected their leadership behaviors by grades of their classes. We discussed which phenomena were unique problems of Okinawa