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<原著論文>学校規模ポジティブ行動支援が教師のバーンアウトおよび効力感に及ぼす効果
https://kindai.repo.nii.ac.jp/records/21980
https://kindai.repo.nii.ac.jp/records/21980cb5589af-d70e-44b5-a734-6cd846772538
名前 / ファイル | ライセンス | アクション |
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AA1253453X-20210331-0031.pdf (1.9 MB)
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Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2021-09-03 | |||||
タイトル | ||||||
タイトル | <原著論文>学校規模ポジティブ行動支援が教師のバーンアウトおよび効力感に及ぼす効果 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | <Articles> The Effect of School-Wide Positive Behavior Support on Teacher Burnout and Self-efficacy | |||||
著者 |
大対, 香奈子
× 大対, 香奈子× 庭山, 和貴× 田中, 善大× 松山, 康成 |
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言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題 | ①School-wide Positive Behavior Support, ②teacher burnout, ③teacher self-efficacy, ④students, ⑤problem behaviors | |||||
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 | |||||
著者(英) | ||||||
en | ||||||
OTSUI, Kanako | ||||||
著者(英) | ||||||
en | ||||||
NIWAYAMA, Kazuki | ||||||
著者(英) | ||||||
en | ||||||
TANAKA, Yoshihiro | ||||||
著者(英) | ||||||
en | ||||||
MATSUYAMA, Yasunari | ||||||
著者 所属 | ||||||
近畿大学総合社会学部; 准教授 | ||||||
著者 所属 | ||||||
大阪教育大学; 准教授 | ||||||
著者 所属 | ||||||
大阪樟蔭女子大学; 准教授 | ||||||
著者 所属 | ||||||
大阪府寝屋川市立西小学校; 教諭 | ||||||
著者所属(翻訳) | ||||||
Kindai University | ||||||
版 | ||||||
出版タイプ | NA | |||||
出版タイプResource | http://purl.org/coar/version/c_be7fb7dd8ff6fe43 | |||||
出版者 名前 | ||||||
出版者 | 近畿大学総合社会学部 | |||||
書誌情報 |
近畿大学総合社会学部紀要:総社る en : Kindai Applied Sociology Review : Social 巻 9, 号 2, p. 31-42, 発行日 2021-03-31 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 21866260 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | [Abstract] Studentsʼ behavioral problems are among the factors deemed to cause significant stress in teachers. The Schoolwide Positive Behavior Support (SWPBS) approach defines and teaches appropriate behaviors and positively reinforces the appropriate behaviors of students. Although SWPBS has been shown to be effective in reducing students' problematic behaviors, its effects on teachers remains unclear. Therefore, this study aimed to examine the effectiveness of SWPBS implementation in decreasing teacher burnout and improving teacher self-efficacy, in addition to reducing the problematic behaviors of students in class. In this study, SWPBS was implemented in a public elementary school for two years. The results suggest an improvement in students’ behavior during class.Further, emotional exhaustion in teacher burnout significantly decreased, and the personal achievement score significantly improved. Although the teacher self-efficacy score increased from September to March in Year 2, it was not statistically significant. These results suggest that SWPBS is effective in improving the mental health of teachers The limitations of this study and future directions were discussed. | |||||
内容記述 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 専攻(大対・庭山・田中): 応用行動分析学 専攻(松山): 教育心理学 |
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フォーマット | ||||||
内容記述タイプ | Other | |||||
内容記述 | application/pdf |