Effects of elementary school consolidation on teacher-student relations in Japan: Longitudinal survey

Tsuzuki, M (Manabu)¹, Kaneko, Y (Yasuyuki)^2
1Chuo University, 742-1 Higashinakano Hachioji-shi, 1920393, Tokyo
²Shizuoka University, 836 Ohtani Suruga-ku, Shizuoka-shi, 4228529, Shizuoka Prefecture

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

school consolidation, elementary school children, teacher-student relation, teacher involvement, longitudinal survey

Summary

Due to declining birth rate, a number of students in electuary school gradually has been decreased since 1980. Recently educational policy of consolidating multiple schools into one school has been promoted by local government. This study aims to clarify how school consolidation influences on students attending  a new school. Participants were 202 students of newly consolidated elementary school from three to six grader; 135 students of large school and 67 students of small school. Participants answered a sheet of questionnaire by three times during first academic year after school consolidation; April and October in 2012, and March in 2013. Teacher-student relations were examined by student's four point scale evaluation on two types of teacher's involvement; a) after the event involvement for student’s problem behavior and b) active commonly involvement for student.  Three-way ANOVA ( Time (3) x Grade(4) x School(2) ) revealed  statistically significant interaction between time and grade in after the event involvement (p<.01) and active commonly  involvement (p<.01). Two types of teacher involvement decreased in fourth grade students during one academic year. Fourth grade students in small school had lower score than that of large school students. School consolidation gave different effects depending on the pre-consolidation school size.

Auteurs