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保育者のための保護者対応行動尺度の開発
http://hdl.handle.net/10424/00009704
http://hdl.handle.net/10424/000097041bb8d710-2ec2-4088-9e40-58b2a7ad2dc4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kenkyo721019.pdf (1.5 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2023-03-30 | |||||
| タイトル | ||||||
| タイトル | 保育者のための保護者対応行動尺度の開発 | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 保育士・幼稚園教諭と保護者の相互理解・信頼関係の形成・維持 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 保護者対応行動 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | トラブル回避 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 尺度開発 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | formation and maintenance of mutual understanding and trust between nursery school and kindergarten teachers and guardians | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | behavioral interactions with guardians | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | avoidance of friction | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | scale development | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他のタイトル | ||||||
| その他のタイトル | Development of a Scale of Behavioral Interactions with Guardians for Nursery School and Kindergarten Teachers | |||||
| 著者 |
福井, 千夏
× 福井, 千夏× 鈴木, 裕子 |
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| 研究者総覧へのリンク | ||||||
| 鈴木, 裕子 | ||||||
| https://souran.aichi-edu.ac.jp/teachers/2f9d38c53a5d6862.html | ||||||
| 著者(別言語) | ||||||
| Fukui, Chinatsu | ||||||
| 著者(別言語) | ||||||
| Suzuki, Yuko | ||||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study attempted to develop a scale of behavioral interactions with guardians for use among nursery school and kindergarten teachers. The scale is meant to serve as one index for gauging the formation and maintenance of mutual understanding and trust among teachers and guardians, as well as the avoidance of friction, which plays a prominent role in the deterioration of teacher–guardian relationships. Study I focused on common sources of friction between teachers and guardians, identifying numerous candidate items for scale inclusion, of which 40 were ultimately selected. For Study II, we administered a paper questionnaire using the items selected in Study I. Questionnaire results indicated a factor structure consisting of 4 factors and 19 items. The identified factors were 1） behaviors that prevent the development of misunderstandings in the teacher–guardian relationship, 2） behaviors that honor the guardian’s values and thereby promote teacher–guardian solidarity, 3） tolerant and stable models of teacher behavior to strive for in guardian interactions, and 4） behaviors that establish a basis of trust with the guardian. Study III attempted to clarify the effects that included behaviors have upon a guardian’s trust in and general opinion of the teacher. Results were then compared against the scale items themselves to test for scale validity from the point of view of the guardian. Despite marginal differences in the relative emphasis teachers and guardians placed on given behaviors, our results demonstrated that the behaviors covered by the present scale do affect the level of trust in the teacher–guardian relationship, leading us to conclude that the scale is both reliable and valid. | |||||
| 書誌事項 |
愛知教育大学研究報告. 教育科学編 巻 72, p. 10-19, 発行日 2023-03-01 |
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| 出版者 | ||||||
| 出版者 | 愛知教育大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1884-5142 | |||||
| 書誌情報 | ||||||
| 愛知教育大学研究報告, 教育科学編. 2023, 72, p. 10-19. | ||||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12466189 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 教育系情報の種別 | ||||||
| 主題Scheme | Other | |||||
| 主題 | ETYP:教育関連論文 | |||||
| 学校種別 | ||||||
| 主題Scheme | Other | |||||
| 主題 | STYP:保育所 | |||||
| 著者別名 | ||||||
| フクイ, チナツ | ||||||
| 著者別名 | ||||||
| スズキ, ユウコ | ||||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | text | |||||
