{"created":"2023-05-15T14:19:01.730310+00:00","id":280,"links":{},"metadata":{"_buckets":{"deposit":"1befd6ea-0bb7-4b6a-aec6-dbb008037e00"},"_deposit":{"created_by":3,"id":"280","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"280"},"status":"published"},"_oai":{"id":"oai:bunkyo.repo.nii.ac.jp:00000280","sets":["1:20:86"]},"author_link":["3875","738"],"control_number":"280","item_5_biblio_info_13":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2008-12-01","bibliographicIssueDateType":"Issued"},"bibliographicNumberOfPages":"9","bibliographicPageEnd":"67","bibliographicPageStart":"59","bibliographicVolumeNumber":"42","bibliographic_titles":[{"bibliographic_title":"教育学部紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Annual Report of The Faculty of Education","bibliographic_titleLang":"en"}]}]},"item_5_date_43":{"attribute_name":"作成日","attribute_value_mlt":[{"subitem_date_issued_datetime":"2009-10-15","subitem_date_issued_type":"Created"}]},"item_5_description_12":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"教師の指導類型をPM 型，Pm 型，pM 型，pm 型の4 類型に分けて，学級モラール，学級イメージ，児童の教師評価と教師の自己評価との関係について検討した．首都圏の小学校5，6 年生9 学級の児童248 名と担任教師9 名とを調査対象とした．\\n教師の自己評価は児童の教師評価より高いことが示された．しかし，PM 型の学級では，学級モラール，学級イメージが最も高く，児童の教師評価は高いが，教師の自己評価とのズレはほとんど認められなかった．Pm 型では，学級モラール，学級イメージが最も低いが，教師の自己評価は高く，児童との認知のズレが有意に認められた．pM 型では，学級モラールは相対的に高いが（2 番目），教師の自己評価は最も低いことが特徴であった．pm 型には，児童の教師評価と教師の自己評価に最も大きなズレが認められた．\\n因子分析の結果，学級モラールには「気持」と「行動」の2 つの因子が，学級イメージには「創造的活動性」と「静的活動性」と「いごこち」と「男女」の4 因子が抽出された．PM 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