著者

伊藤 敬 Itoh Kei 静岡大学 Shizuoka University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.26, pp.152-167, 1971-10-15

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After World War II, the idea of education and teaching profession changed completely in Japan. The old concepts were replaced by the new ones, chiefly of professionalism and unionism. The purpose of this study is to examine the attitudes toward 'professionalism' which the present-day teachers assumes. Our questionnaires were sent to 1,085 teachers of senior and junior schools and primary schools in three prefectures. Our aim of this questioning was to explore the three aspects which we thought to be the most important as the elements of the profession. They are (I) autonomy in teachers' instructional activities, (II) autonomy of the professional organization, and (III) professional ethics and belief. We received 736 auswers from the teachers. And as a whole, (I) showed the most remarkable result and (II) the least. Teachers are discreet enough to think it important to select textbooks freely and adopt his own teaching methods, but they considerably allow for the role of their principals. There are few who think that the professional organization should participate in the decison of the criteria of the teacher's certificate. Most teachers assume that they are performing an essential function of the society, but not many regard the belief in public service as of importance. There is a close relation between attributes of teachers and (I) and (II). It is the teachers lower in rank-members of Japan Teachers Union (JTU) and of its friendly organizations, graduates of national or municipal universities or collges, and teachers from twenty to thirty-nine years of age-who constantly demand their professional autonomy; whereas it is the head teachers and those next to them in rank-members of anti-JTU associations, graduates of normal schools, and teachers over fifty years of age-who are committed to (III). On the whole, their professional consciousness is inferior to that of the former. And we proceed to examine the relation between the conception of profession and morality, for it functions as a standard of demmand in teaching. These analysis give the result that the morality of the teacher more attached to professionalism is lower than that of those less attached.