| Abstract | |
| Survey Number | b068 |
| Survey Title | Monograph/ The World of Junior High School Students: What Junior High School Teachers Have to Say - Nationwide Survey of Junior High School Teachers - 2000 |
| 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 | SSJDA Data Analysis (online data analysis & metadata browsing system) is available for this data. |
| Summary |
Junior high school students are sensitive and difficult to deal with, but recently, the number of self-centered students who have not received proper discipline has increased. A variety of other problems such as school violence, bullying, anger management, truancy, and class disruption keep cropping up. Hence, in addition to teaching classes, school events, and club activities, junior high school teachers have to deal with a constant stream of problems related to student guidance. What do teachers think about this situation? This survey was conducted to gather teachers’ candid opinions. The survey was administered nationally, as teachers’ situation may differ by region. The survey asked teachers to share details about their work situation, professional worries and ideals, and opinions about the recent educational reforms in order to clarify the problems that junior high school teachers are facing today and find solutions. |
| Data Type | quantitative research: micro data |
| Universe | Junior high school teachers nationwide |
| Unit of Observation | Individual |
| Sample Size | 792 responses （male 59.1％，female 40.9％） from a sample of approximately 7,200 (rate of return：11.0％) |
| Date of Collection |
2000-10 ~ 2000-12 2000/10-12 |
| Time Period |
2000 ~ 2000 |
| Spatial Unit | Japan |
| Sampling Procedure | 300 schools were randomly selected from about 10,500 junior high schools in Japan at a ratio of about 1/35. Questionnaires were sent to each junior high school with a statement indicating the purpose of the survey and the number of teachers whose cooperation was being solicited. A total of 7,200 teachers from 296 schools were asked to participate. Questionnaires were sent to each school with a request for cooperation from a variety of teachers, including school nurses, classroom teachers, and part-time instructors, as well as administrators. |
| Mode of Data Collection | Mail survey method. Questionnaires were collected by the Benesse Institute of Education. |
| Investigator | Benesse Corporation |
| DOI | 10.34500/SSJDA.b068 |
| 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 |
(1) School situation The situation at the school, the student guidance situation, the students’ classroom situation (school), respondent's attitude as a junior high school teacher (2) Junior high school teachers and the teaching profession Students' expectations of teachers, number of teachers (e.g., who teach enthusiastically), students perceptions of teachers, respondent’s confidence as a teacher, social evaluation of junior high school teachers, years of teaching experience before becoming a full-fledged teacher, evaluation of the teaching profession (from the teacher's point of view) (current situation vs. the ideal) (3) Roughness in the classroom Students’ situation (comparison to 10 years ago), the appearance of students in the classroom (whether the teacher sees them), respondent’s experiences teaching in rough classrooms, incidence of classroom roughness (comparison to 10 years ago) (4) Homeroom teachers Experiences of classroom disruptions, causes of classroom disruptions, worries as a homeroom teacher, trust as a homeroom teacher, status of classroom management as a homeroom teacher (whether it is going well or not), respondent’s evaluation of whether it is good to be a homeroom teacher (5) Opinions about teachers’ feelings and education Concerns as a teacher, respondent’s physical condition, type of teacher, whether the respondent focuses more on classroom instruction or subject instruction, respondent’s evaluation of the trends in open-ended educational reform, respondent’s evaluation of reforms aimed at improving educational methods (6) Overview of teachers Time when the respondent decided to become a teacher, person who influenced the respondent’s choice to become a teacher, respondent’s emotional state when they started teaching, whether the respondent has ever wanted to quit teaching, days the respondent worked including weekends in a month, number of workdays during summer vacation, school conditions (location, number of classes, characteristics of the school district), weekday work conditions (respondent’s time of arrival at school (before classes start), commuting time, and departure time), composition of the sample (gender, age, years of teaching experience, university of origin, subject(s) taught, job title, division of school duties, presence or absence of a school principal, number of schools at which the respondent has worked, respondent’s experience as a classroom teacher, respondent’s experience as an advisor for extracurricular activities, respondent’s marital status, whether the respondent is a parent) |
| Date of Release | 2008/01/16 |
| Topics in CESSDA |
Click here for details Compulsory and pre-school education LABOUR AND EMPLOYMENT SOCIAL STRATIFICATION AND GROUPINGS Children |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2008-01-16 |
| Notes for Users | Variable and value labels are written in Japanese. |