著者

水本 徳明

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

no.35, pp.60-76, 2009-10-16

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The micro-political perspective of schools differentiates itself from non-political perspectives in that it focuses on a diversity of purposes in school organizations whereas social systems theory focuses on a consensus among members of school organizations. It also differentiates itself from macro-political perspectives in that it recognizes conflict in schools not as a reproduction of ideological and/or interest conflict in society but as an original process in each school. There are two factors in the development of the micro-politics perspective around 1990, the theoretical and the empirical. The former is a radical change of the view on power by Foucault, and on school organization by loose coupling theory and new institutional theory. The latter is education reform based on neo-liberalism that emphasizes the neutrality of markets and management techniques in business. From the micro-political perspective a pattern of power relations has emerged as a result of the interaction of the members of an organization. As places of micro-politics in schools I examined classrooms, staffrooms, and infirmaries in Japanese schools. In classrooms students anticipate teachers' educational intentions. Some students try to meet the anticipated intentions and others refuse or ignore it, while teachers at the same time try to control students' reactions to these educational intentions. There are also identity politics related to ethnicity, sex, handicap, and so on. Students struggle to adapt to the class, enhancing their own self-esteem. Teachers try to treat students equally and yet treat some students differently according to their specific characteristics at the same time. Staffrooms are places where teachers do their jobs, take a rest, see visitors, hold meetings and so on. They are political places because their functions are not restricted and various activities meet and mix there. There are both connecting and dividing forces in staffrooms. Teachers are connected in one respect, acting in likely ways in the face of others. They are divided in another respect according to their subject or grade. Infirmaries are place where priority is given not to performance but to health, and some deviations from rules in classrooms are permitted there. Conflicts may thus occur between classroom teachers and school nurses. Not suprisingly, school nurses recently have identity problems because their roles have been broadened. School organizationa are thus a crossroads of places of micro-politics, and school management is a self-referential activity of micro-politics to control the micro-politics that occur in schools. Although conflicts in school organizations cannot always be resolved, organizational order is formed through an emergence of consensus from interaction and formal decision-making. Moreover, recently the environment of school management is so complex that micro-politics can neither be oppressed nor concealed. It is important to empower teachers and motivate them to collaborate. From such a point of view, the recent reform of school management through school evaluation and teacher appraisal may have negative effects on teacher empowerment and organizational capacity building in schools. Finally, the connection of politics inside and outside of schools is discussed. Until recently it was recognized as the interaction of macro-politics and micro-politics. But it can also be recognized as the interaction of micro-politics inside and outside of schools. An analysis of this interaction may elucidate the new realities of educational administration.

著者

水本 徳明

出版者

大塚学校経営研究会

雑誌

学校経営研究 (ISSN:03858405)

巻号頁・発行日

vol.11, pp.56-71, 1986-04

著者

水本 徳明

出版者

一般社団法人 日本教育学会

雑誌

教育学研究 (ISSN:03873161)

巻号頁・発行日

vol.84, no.4, pp.398-409, 2017-12-31 (Released:2018-04-27)

参考文献数

54

被引用文献数

5

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教育の目標や知識を構築する当事者として子どもを位置づけ、その複雑性を積極的に受容するため、教師の自律性と協働性が求められている。その実現が困難であるのは、経営管理主義によって公教育経営における権力の様式が規制的規則から構成的規則に変容したからである。サール(Searle, J. R.)の言語行為論に依拠してこの権力様式の変容について検討し、公教育経営における言語行為の転換を起点とする教師の当事者性の回復について論じる。

著者

水本 徳明 Mizumoto Noriaki

出版者

大塚学校経営研究会

雑誌

学校経営研究 = Bulletin of school administration (ISSN:03858405)

巻号頁・発行日

vol.19, pp.41-55, 1994-04-01

著者

田野井 真美 水本 徳明 大久保 一郎

出版者

一般社団法人 日本家政学会

雑誌

日本家政学会誌 (ISSN:09135227)

巻号頁・発行日

vol.63, no.11, pp.725-736, 2012 (Released:2014-02-14)

参考文献数

26

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It has been recognized that teachers have a very busy schedule. However, little attention has been paid to teachers' time-use. Therefore, the purpose of this study is to examine the time-use and role conflict that result because of the lack of work-life balance of junior high school teachers.  In conclusion, we would like to state the following three points. First, junior high school teachers invest their time in work. Second, the long working hours and inappropriate time-use result in a role conflict. Third, the role conflict is due to fact that junior high school teachers lack a work-life balance. Hence, it can be inferred from the results of this study that junior high school teachers are in a difficult position.