1. Research Outline Qualitative and quantitative improvement of schoolteachers is essential for the development of school education. Therefore it is always an important issue in any era to train teachers with good talent and ability, and to arrange an environment and working conditions so that they can fully make use of their competence. Schoolteachers in Japan, those in public schools in particular, must conduct the majority of their educational activities in the framework of school education system.1 Teaching is limited to the scope of the course for study and teachers have to use textbooks authorized by the Ministry of Education and Science. They have to teach designated subjects for designated number of classes. Therefore it is difficult for them to show their individuality under the present system. However, this is very important in order to observe the basic principle of "equality in educational opportunity," which is a base of Japanese educational system. In Japan all children have the right to receive an education (six years of elementary school and three years of lower secondary school). Wherever children live in Japan, they are guaranteed the same level of education (equality in educational opportunity). In line with this equality principle, the importance of education is recognized compliant with the designated curricula. In a uniform style of education so far, however, it is difficult to bring up human resources in the 21st century and various types of educational reform are being called for. Schoolteachers are also required to change their teaching style to make appropriate directions to an individual child instead of the conventional uniform education. This is the reform of school educational concept itself. With such a viewpoint included, we will be able to find out features of schoolteachers in Japan, and eventually features of Japanese educational system. One of our main investigational activities is a quantitative survey titled, "Japanese University Students' Perceptions of Teachers" (July to October 2000). We also conducted the same survey on students at non-teacher-training colleges for comparison. In addition the study team sent out individual questionnaires to, and held discussions by, college students who want to become teachers. Individual questionnaires were also sent to those who had had schoolteacher's experience. We learned the things which they had not known before they became teachers. The survey also pays due attention to their recommendations to the students who want to become teachers. In the following chapters I would like to make a brief statement on schoolteachers in Japan, including their training, salaries and present issues. |
2. Teachers' Training at College The origin of schoolteachers' training in Japan goes back to 1872, when a normal school was established in Tokyo. Normal schools that were made in each prefecture provided a secondary level education and the students were being given salaries. Before the World War II elementary schoolteachers were trained at normal school while secondary schoolteachers were trained at upper normal school. After the war ended, however, the teachers' training system so far was abolished and a new training system for schoolteachers was established, in which teachers' training is open to four-year colleges, including both ordinary colleges2 and teacher-training colleges with their own unique characteristics (the so-called "Open Principle"). Most of the national, public and private colleges in Japan have a teacher-training course and one can get a teachers' certificate once he or she acquires a certain number of credits designated by the Ministry of Education, Culture, Sports, Science and Technology at college with a teacher-training course. Each prefecture has a national university and most of those post-war national universities with a teacher-training course descend from former normal schools. In 1998 about 130,000 people (on the actual base) acquired a teacher's certificate after graduating from college and 13.5% of them became schoolteachers. Once a teacher's certificate is obtained, there is no need for renewal. |
4. Recruitment of Schoolteachers Teachers at public schools are recruited once a year by screening. Those who have passed the screening test can become schoolteachers. Teachers' recruitment tests are highly competitive; only one out of 12.3 people can pass the test (the ratio of successful applicants to total applicants is 12 at elementary school, 15.9 at lower secondary school and 11.9 at upper secondary school). This is partly because the number of new recruitment is down and there is an increasing number of people who want to become schoolteachers, which is regarded as a stable occupation in bad economies. Not only new graduates but also many of those who have already graduated from college also take the screening test. So new graduates account for only about 30% out of those who have been employed (school year of 1998). The screening process includes diverse testing methods such as a written examination (general knowledge on teaching3 and non-teaching matters4, professional knowledge5, and essays, etc.), an interview, a test on practical skills, a test of physical strength and an aptitude test. In order to see a sense of mission and practical teaching skills as an educator, the screening process put a higher priority on interviews and tests on practical skills in addition to written examinations. Club activities and social volunteer activities are also highly evaluated. Thus the screening process is now putting a higher emphasis on personal characteristics. |
6. Labor Conditions of Schoolteachers Salaries Teachers' salaries at public schools are decided based on "The Law Concerning Salaries of Staff of the Administrative Grade" by each prefecture. This is because it is considered necessary to guarantee national-level salaries of schoolteachers in order to secure equality in educational opportunities. It is not that salaries of public officials are much higher than those in private companies, but it will be fair to say that teachers are getting standard level of salaries under stable conditions. Teachers' Status In the post-war laws and regulations, schoolteachers are stipulated as "public servants of the whole community." Teachers at public school are guaranteed for their status as local government employees as well as educational public officials for their occupational specialties (Article 2 of the Special Law on Educational Public Officials). According to Articles 75 and 90 of the Government Officials Act and Articles 27 and 90 of the Local Government Employees Act, all the public officials are guaranteed their status and they are not demoted, dismissed, given leaves and punished against their will without specific reasons provided by laws. Disciplinary actions (dismissal, suspension, reduction of salaries and warning) shall be taken against schoolteachers when 1) they violate provisions stipulated by laws and ordinances, 2) they violate their occupational obligations or neglect their job responsibilities, and/or 3) there is delinquency not appropriate to "public servants of the whole community." However, there are very few cases of dismissal (54 in 1998) and their status is guaranteed unless they commit an illegal act. However, there have been cases of dismissal these days due to their lack of guidance skills. Teachers may be fired in case that they are judged as lacking teaching aptitude such as guidance skills.6 Teachers' Working Hours Working hours of teachers at public schools are 8 hours a day and within 48 hours a week based on the Labor Standard Law. However, following the working hours of teachers at national schools, many public schoolteachers have a 44-hour week system. In practice, though, many teachers have to do a great amount of work. They work not only within their working hours and share some of their school duties, but also supervise extra-curricular activities, prepare teaching drafts and get ready for their classes at home. |
7. Issues Surrounding Schoolteachers Recently problems such as bullying, non-attendance at school and classroom collapse are becoming social issues. As a result there is an increasing number of teachers who take leave or resign due to their mental disorder, working at school with such various issues. In 1998, out of those who took sick leave, almost 40% did so for mental disorder.7 There are various reasons such as too much work, interpersonal relationship with colleagues, teaching problems, relationship with parents, and so on. It is inevitable due to their occupational features that they have some stress, but it is desirable for teachers getting in touch with children to be able to work in a stable mental condition. Therefore how to make a working environment easy to work is also one of the current issues on school education. |
References All data used in the text and figures are quoted from Heisei 10 nendo gakko kyoin tokei hokokusho (Statistical Survey on Schoolteachers of FY 1998) by the Ministry of Education, 1999. Gakusei hyakunenshi (The Past One Hundred Years of the Japanese Educational System). Ministry of Education, 1981. Wagakuni no bunkyo seisaku heisei 12 nendo (Japanese Government Policies in Education, Science, Sports, and Culture of FY2000). Ministry of Education, 2000. Ministry of Education, Culture, Sports, Science and Technology web site: http://www.mext.go.jp/english/index.htm Saishin kyoiku ki-wa-do 137 dai 8 han (The Newest Educational Keywords 137 Eighth Edition). Compiled by Egawa Binsei and others. Jiji tsushin Press, 1999. Kyoiku de-ta bukku 2000-2001 (Educational Data Book 2000-2001). Compiled by Kazuhiko Shimizu and others. Jiji tsushin Press, 2000. Shin gakko kyoshoku zenshu 26 Kyoshokuin (Complete Works of New School Education Volume No. 26 Schoolteachers). Compiled by Jun Nagaoka and Toshiyuki Mizukoshi. Gyosei, 1995. Shin gakko kyoshoku zenshu 27 Kyoshokuin no kenshu (Complete Works of New School Education Volume No. 27 Teacher Training). Compiled by Jun Nagaoka and Toshiyuki Mizukoshi. Gyosei, 1995. |
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