小学校教師の自律的な学びを支える組織的な学び ―組織的な学びのイメージに基づく比較―

　本研究では，教師の自律的な学びと組織的な学びの連動を検討した。質問紙調査を実施し，公立小学校教師99名から回答を得た。既往知見を参考に，自律的な学習姿勢は4側面（「自己省察」，「同僚の経験の取り入れ」，「児童・保護者の視点の考慮」，「前向きな挑戦姿勢」），組織的な学びについては専門的な学習共同体（PLC）の認識の2要素（「使命と責任の共有」，「同僚との協働的省察」），組織的な学びに対するポジティブおよびネガティブなイメージを測定した。相関分析の結果，PLC 認識の「使命と責任の共有」と「同僚との協働的省察」は学習姿勢の「同僚の経験の取り入れ」と正の関連を示した。また，「同僚との協働的省察」は学習姿勢の「自己省察」とも正の関連を示した。しかし，組織的な学びにネガティブなイメージを抱く場合，自律的な学びと組織的な学びの連動は制限されたり，負の関係になる可能性が示唆された。

　This study examined the interrelationship between autonomous and organizational learning among elementary school teachers. A questionnaire survey administered to Japanese public elementary school teachers received 99 responses. We measured four aspects of autonomous learning attitudes: “self-reflection,” “incorporating colleagues’ experiences,” “considering children’ s and parents’ perspectives,” and “challenging attitude.” Additionally, two facets of perceptions of professional learning community (PLC) were assessed: “shared mission and responsibility” and “collaborative reflection with colleagues,” serving as indicators of organizational learning. Positive and negative images of organizational learning were also examined. Correlation analysis revealed that the PLC perceptions of “shared mission and responsibility” and “collaborative reflection with colleagues” were positively associated with learning attitudes of “incorporating colleagues’ experiences.” Furthermore, a positive association was identified between the PLC perception of “collaborative reflection with colleagues” and the autonomous learning attitudes of “self-reflection.” However, it was observed that when teachers held a negative image of organizational learning, the interrelation between autonomous and organizational learning might be constrained or even exhibit a negative correlation.

研究論文