University of Tokyo

Survey Number 0718
Survey Title 4th Basic Survey on Curriculum Guidance, 2007
Depositor Benesse Educational Research and Development Institute
(Former Name:Benesse Corporation)
Restriction of Use For detailed information, please refer to 'For Data Users' on the SSJDA website.

- Apply to SSJDA. SSJDA's approval is required.
Educational Purpose Available for both research and instructional purposes.
Period of Data Use Permission One year
Access to Datasets Download
SSJDA Data Analysis Not available
Summary This survey was conducted to capture the actual state of curriculum guidance in elementary and junior high schools. The Benesse Educational Research & Development Institute has conducted surveys for this purpose in 1997 (junior high schools), 1998 (elementary schools) and 2002, and this survey was designed to allow comparison between years.

The characteristics of this survey may be summarized as follows:

1. Allows an appreciation of changes over time
2. Allows an appreciation of differences in curriculum guidance between elementary school and junior high school
3. Carefully considers the selection of a survey sample
4. Adds new items to capture attitudes/behaviors in response to changes in the educational environment

*However, the surveys cannot be strictly compared because different survey methods are used and different regions are sampled each time.
Data Type quantitative research: micro data
Universe [Teacher Survey] Teachers at public elementary and junior high schools
[School Survey] School principals at public elementary and junior high schools
Unit of Observation Individual,Organization
Sample Size [Teacher Survey]
- Teachers at public elementary schools (homeroom teachers only) 1,872 people
(number of questionnaires distributed: 9,900, response rate: 18.9%)
- Teachers at public junior high schools (only those in charge of Japanese (kokugo)/social studies/mathematics/science/foreign language) 2,109 teachers (number of questionnaires distributed: 9,876, response rate: 21.4%)
[School Survey]
- School principals at public elementary schools: 528 principals (number of questionnaires distributed: 1,650, response rate: 32.0%)
- School principals at public junior high schools: 559 principals (number of questionnaires distributed: 1,646, response rate: 34.0%)
Date of Collection 2007-8 ~ 2007-9
Time Period 2007 ~ 2007
Spatial Unit Japan
Sampling Procedure Probability: Stratified
Probability: Stratified: Proportional
Mixed probability and non-probability
Sample schools were extracted at random using extraction probabilities according to the number of teachers in the prefecture, based on lists of public elementary/junior high schools in Japan.
[Teacher Survey] To prevent bias in age, gender, the school year of homeroom or subject the teachers are in charge of, principals were requested to select six teachers in each school.
[School Survey] Principals were requested to respond. However, assistant principals, vice-principals, and teachers familiar with school administration were also permitted to respond.
Mode of Data Collection Self-administered questionnaire: Paper
Mail survey (questionnaire survey)
Investigator Benesse Educational Research & Development Institute
(Former Name: Benesse Corporation)

DOI 10.34500/SSJDA.0718
Sponsors (Funds)
Related Publications (by the Investigator) Please refer to the abstract in Japanese.
Related Publications (based on Secondary Analysis) List of related publications (based on Secondary Analysis)
Documentation [Questionnaire]
Major Survey Items [Teacher Survey]

(1) Basic attributes
- Gender
- Age
- Years of teaching experience
- Subjects that respondent makes extra effort to study (elementary school)
- Subjects that respondent is in charge of (junior high school)
- Whether respondent has a homeroom class (junior high school)
- Homeroom students’ year in school
- Number of children/students in the class
- Whether respondent coaches an extracurricular activity (junior high school)
- Location of school (prefecture)
- Size of school
- Region where the school district is

(2) Daily life as a teacher
- Time respondent arrives at school
- Time respondent leaves school
- Time spent researching teaching materials, etc.
- Time spent on work at home
- Time spent reading newspapers/books
- Time spent on television/music
- Time spent sleeping

(3) State of curriculum guidance
- Ways of using class time/moving lessons forward that respondent seeks to implement
- Teaching methods that respondent seeks to implement
- Methods incorporated in class
- Students who serve as a standard when moving lessons forward

(4) Period of Integrated Study
- Whether respondent is in charge of the Period of Integrated Study
- Number of hours in charge (per year)
- Learning contents
- Opinion on standard number of hours

(5) Homework and guidance on study at home
- Frequency of assigning homework
- Amount of homework per day
- Contents of homework
- Whether respondent gives guidance on study time at home
- Time spent on study at home that respondent guides

(6) Assessment/regular exams
- Points that respondent sees as important when preparing report cards (elementary school: mathematics; junior high school: subject respondent teaches)
- Regarding writing questions for regular exams (junior high school)

(7) Time spent on non-curricular activities
- State of conducting school events

(8) Views of education
- What respondent considers important in classes and student guidance
- Awareness of contents and results of PISA surveys
- Necessity of developing skills tested by PISA
- Conduct of guidance to develop skills tested by PISA

(9) Changes in students and guardians
- Changes in students
- Changes in the state of guardians
- State of guardians for the homeroom class

(10) Attitudes to life as a teacher
- Strengths/weaknesses in guidance (elementary school)
- Worries as a teacher
- Sense of satisfaction with life as a teacher
- Outlook for the future

[School Survey]

(1) Basic attributes
- Location of the school (prefecture)
- Size of school
- Number of regular teachers
- Number of non-regular teachers
- Region where school district is
- School characteristics
- State of conducting teacher evaluation and school evaluation

(2) Compiling curricula
- Number of class hours per year
- Innovations when drawing up timetables

(3) Time spent on non-curricular activities
- Guidance on Saturdays and during long holidays
- Efforts on weekdays (morning reading, morning study, remedial lessons after school, etc.)

(4) Guidance tailored to the individual
- State of implementation of guidance according to the mastery level
- School years implementing guidance according to the mastery level
- Subjects implementing guidance according to the mastery level
- Teachers in charge of guidance according to the mastery level
- Introduction of new curriculum guidance methods (team teaching, small-group guidance, teachers being in charge of subjects (elementary school))

(5) Assessment/regular exams
- Format for preparing report cards
- Number of times exams are conducted (junior high school)

*For details of survey items, please refer to the questionnaire.
Date of Release 2013/11/13
Topics in CESSDA Click here for details

Compulsory and pre-school education
Working conditions
Time use
Topics in SSJDA Education/Learning
Version 1 : 2013-11-13
Notes for Users The following data is not publicly available.
[Teacher Survey] Q2A municipality name, Q20
[School Survey] Q1A municipality name

Variable and value labels are written in Japanese.