Chief Factors in the Reconstruction of Teacher Identity: Analysis of Results of a Questionnaire Survey Conducted at Five Private Middle or High Schools in the Greater Tokyo Area, Japan

Yoshifumi Furuichi

Abstract


ABSTRACT: This research is on career formation for teaching personnel at private schools. A questionnaire survey of full-time teachers at five middle schools or high schools was conducted in the Greater Tokyo Area, Japan. Different results based on age (difference between teachers 40 and above, and those under 40) were obtained as a result of this analysis. In the case of teachers under 40, the school where they worked, the quality level of their students, and efforts made by the school did not have a significant effect on their teacher professional identity. The teacher professional identities of those 40 and above, however, were significantly influenced by such factors as student quality levels, school management policies, including positive efforts to activate schools, and teacher enthusiasm for good relationships with students. In other words, it appears that a fixed career as a teacher is necessary in the formation of a teacher’s professional identity. However, teacher identity can be reconstructed as professional teaching experience is accumulated, as a result of school development policies, and as a result of teachers’ own forward-looking efforts to develop their careers.

KEY WORD: Participation in building a school’s educational program, teachers’ professional identity, and career formation for teaching personnel at private schools.

IKHTISAR:Faktor-faktor Utama dalam Merekonstruksi Identitas Guru: Analisis Hasil Survei Kuesioner terhadap Lima Sekolah Menengah atau Atas Swasta di Wilayah Kota Tokyo Raya, Jepang”. Penelitian ini adalah tentang pembentukan karier bagi tenaga pengajar di sekolah-sekolah swasta. Sebuah survei kuesioner guru penuh waktu di lima sekolah menengah atau sekolah atas dilakukan di Kota Tokyo Raya, Jepang. Hasil yang berbeda berdasarkan usia (perbedaan antara guru 40 tahun dan di atasnya, dan mereka yang di bawah 40 tahun) diperoleh sebagai hasil dari analisis ini. Dalam kasus guru di bawah 40 tahun, sekolah dimana mereka bekerja, tingkat kualitas siswanya, dan upaya yang dilakukan oleh sekolah tidak memiliki pengaruh yang signifikan terhadap identitas profesional guru. Identitas profesional guru yang berusia 40 tahun dan di atasnya, bagaimanapun, secara signifikan dipengaruhi oleh faktor-faktor seperti tingkat kualitas siswa, kebijakan manajemen sekolah, termasuk upaya-upaya positif untuk mengaktifkan sekolah, dan antusiasme guru untuk menjalin hubungan baik dengan siswa. Dengan kata lain, tampak bahwa karier yang pasti sebagai guru diperlukan dalam pembentukan identitas profesional guru. Namun, identitas guru dapat direkonstruksi sebagai pengalaman mengajar profesional yang terakumulasi, sebagai akibat dari kebijakan pengembangan sekolah dan akibat dari upaya guru sendiri untuk mengembangkan kariernya di masa depan.

KATA KUNCI: Partisipasi dalam membangun program pendidikan sekolah, identitas profesional guru, dan pembentukan karier bagi tenaga pengajar di sekolah-sekolah swasta.

About the Author: Yoshifumi Furuichi is a Student of Doctoral Program at the Graduate School of Regional Policy Design, Hosei University, Ichigayatamachi Shinjyuku-ku, Tokyo 162-0843, Japan. For academic interests, the author is able to be contacted via phone at: +81-3-5228-1640 or e-mail at: yreseacherf@yahoo.co.jp

How to cite this article? Furuichi, Yoshifumi. (2014). “Chief Factors in the Reconstruction of Teacher Identity: Analysis of Results of a Questionnaire Survey Conducted at Five Private Middle or High Schools in the Greater Tokyo Area, Japan” in ATIKAN: Jurnal Kajian Pendidikan, Vol.4(2) December, pp.113-130. Bandung, Indonesia: Minda Masagi Press, FKIP UNSUR Cianjur, and FPOK UPI Bandung, ISSN 2088-1290.    

Chronicle of the article: Accepted (September 3, 2014); Revised (October 5, 2014); and Published (December 27, 2014).


Full Text:

PDF

References


Book entitled Enter Guide of High Schools and Middle High Schools in the Greater Tokyo Area. Tokyo: Shobun-sha, 2012.

Burke, P.J. et al. (1987). “The Teacher Cycle: Model Development and Research Report” in ERIC, Number: ED289846, p.59.

Eijiro, Arai. (2010). “30 Years in Education Administration in Postwar Period – Ajima Oral Histories 9: Board of Education Problems 1” in Kyoshoku Kenshu (Teacher Training), 1 [special edition], pp.124-126.

Furuichi, Yoshifumi. (2011). “Shake-Ups in Teacher Identity and Strategies for Overcoming Them: Taken from Results of an Interview Survey of Teachers at School A”. Unpublished Master’s Thesis. Tokyo, Japan: Hosei University Graduate School of Regional Policy Design.

Furuichi, Yoshifumi. (2012). “Building Teacher Careers at Private Middle Schools and High Schools: Unique Tasks for Private Schools to Support Career Formation”. Paper appeared and can be download in Comparative Education Society of Asia and Faculty of Education, Chulalongkorn University, 8th Biennial Conference of CESA in Bangkok, Thailand.

Furuichi, Yoshifumi. (2013a). “How Do Private Middle School and High School Teachers View Career Formation? Analysis of Results of Interviews of 75 Teachers at Five Middle Schools or High Schools in the Greater Tokyo Area”. Paper appeared and can be download in the 1st International Conference on Lifelong Learning for All.

Furuichi, Yoshifumi. (2013b). “How Do School Principals View Career Formation for Teachers? Analysis of Interviews of 50 Principals at Private Middle and High Schools in the Greater Tokyo Area” in The Journal of Labor Studies, Vol.55 [Special Issue].

Furuichi, Yoshifumi. (2014). “Career Formation for Teachers at Middle Schools and High Schools Affiliated with Private Universities: Analysis of Interviews of 75 Principals at Middle Schools and High Schools Tied to Private universities in the Tokyo Metropolitan Area”. Paper appeared and can be download in 11th Annual Conference Hawaii International Conference on Education in Honolulu, Hawaii, USA.

Furuichi, Yoshifumi & Komikawa Koichiro. (2007). “The Teacher as a Human Being: Life Histories from Interviews” in The Hosei University Journal of the Teacher Qualification Course, Vol.5.

Hargreaves, A. (2007). “Professionalism and Professional Development: Five Flaws of Staff Development and the Future that Beckons Beyond Them” in Journal of Staff Development, Vol.28, No.3 [Summer], pp.37-38.

Hiromi, Takashima. (2011). “Overcoming Work and Life Difficulties Faced by Female Elementary School Teachers: Discussion of Approaches to Teacher Identity” in Hokkaido Daigaku Daigakuin Kyoiku Gakken Kenkyuin Kiyo (Research Bulletin of Hokkaido University Graduate School of Education), No.112, pp.107-126.

JILPT [Japan Institute for Labor Policy and Training]. (2007). “Development of Professional Capability in Japan and Enhancing the Education and Training Infrastructure” in Project Research Series, No.6. Tokyo: Japan Institute for Labor Policy and Training, pp.262-266.

Junji, Yamazaki. (2002). Research on the Life Courses of Teachers. Tokyo: Sofusha.

Kazuko, Ando. (2000). “A Reexamination of the Concept of Teacher Growth” in Gakko Keiei Kenkyu (School Management Research), Vol.25, pp.99-121.

Kazuko, Ando. (2002). “Issues in Rebuilding Teacher Professional Identity” in Gakko Keiei Kenkyu (School Management Research), Vol.27, pp.9-17.

Little, J.W. (1982). “Norms of Collegiality and Experimentation: Workplace Conditions of School Success” in American Educational Research Journal, 19(3), pp.325-340.

Masaru, Funakoshi. (2012). “Wither Japanese Schools and Issues in Life Guidance Practices” in Bulletin of Education Science, No.62 [Collection], pp.29-35. Wakayama: School of Education, Wakayama University.

Sato, Yuichiro & Yoshifumi Furuichi. (2013). “The Influence on Career Consciousness and the Ability Development Action for Adults After the Experience in the Middle and High School Education: Regional Comparison for Men and Women” in Journal of the Japan Association of Regional Development and Vitalization, Vol.4.

Satomi, Adachi & Shibasaki Masayuki. (2010). “An Examination of the Disturbance of the Process of Pre-School Teacher Identity Formation and its Reconstruction with a Focus on Full-time Pre-School Professionals” in Preschool Research, Vol.48, No.2, pp.107-118.

Sawako, Yufu. (2014). “The Way Teachers Work, the World of Teachers: Reform of System in Middle Schools and High Schools” in Nihon Rodo Kenkyu Zashi (Japanese Labor Research Magazine), No.645 [April], pp.34-37.

Sawako, Yufu, Kurebayashi Nobuyuki & Kawamura Hikari. (2010). “Changes in Nature of Teaching Profession: Third Education Reform” in Waseda University Graduate School of Education Bulletin, 2, pp.51-82.

Shigeo, Kawahara. (2003). “Teacher Identity Crisis and Teacher Training Issues” in Nihon Kyoiku Gakkai Kenkyu Happyo Yoryo (Summaries of Reports from Japan Education Association: Research on Special Tasks 2), 62, pp.295-298.

Shinjiro, Kouzuma. (2012). “Issues in Personnel Administration Related to Raising Essential Teaching Skills” in Nihon Kyoiku Gyosei Gakkai Nenpo (Annual Bulletin of Education Administration Association), 38, pp.2-28.

Takahiko, Tanaka. (2006). “Trends in Reorganization of Teacher Education: Report on Three Years of Special Research” in Kyoikugaku Kenkyu (Education Research), No.73, Vol.3, pp.12-23.

Wilson, E. & R. Deaney. (2010). “Changing Career and Changing Identity: How Do Teacher Career Changers Exercise Agency in Identity Construction?” in Social, Psychology, and Education, 13, pp.169-183.

Yasuyuki, Iwata. (2001). “Issues in Research and Methodology Used for Specialization of Teachers” in Overall Teacher Education and Outlook for 21st Century Teacher Education—Inquiry: Annual Report of Japanese Society for the Study of Teacher Education, No.10 [Special Edition], Gakuji Shuppan, pp.67-71.

Yoshiyuki, Kudomi. (2008). “Teacher Specialization and Identity in the Era of Reform” in Kudomi Yoshiyuki [ed]. Teacher Specialization and Identity: International Comparative Survey of Education Reform and International Symposium. Tokyo: Keiso Shobo, pp.15-29.


Refbacks

  • There are currently no refbacks.


Creative Commons License
ATIKAN: Jurnal Kajian Pendidikan. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

View My Stats