この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/54763
広島大学大学院人間社会科学研究科紀要. 教育学研究 4 号
2023-12-22 発行
なぜB氏は特別支援学校教員として定年退職まで働き続けることができたのか : 複線径路等至性モデリング（TEM）による分析
Why was Mr. B able to continue working as a special education teacher until retirement?: An analysis using trajectory equifinality modeling
Abstract
The purpose of this study was to focus on Mr. B, a man in his 70s who worked as a teacher at a special needs school until retirement, and to identify the process by which he worked without considering an earlier retirement. By clarifying this, we can examine Mr. B’s experiences since he was a student himself, which have changed his sense of self and why he was able to work for so long.
The study used semi-structured interviews followed by trajectory equifinality modeling to analyze the data. We identified three factors that enabled Mr. B to work as a special-needs teacher without thinking about early retirement. First, he chose an academic field in which he could contribute to society, rather than a field based solely on his interests. Second, for Mr. B, fully demonstrating his values was linked to his desire to work. Third, after becoming a special-needs teacher, he was able to maintain an environment in which he was continuously involved with children and their parents, and his work always left him feeling that he was performing a service of value. This has allowed him to see any unforeseen events that happened to his students as his own concern, rather than as a daunting setback. He also enjoyed watching children grow up and continued to support them and their parents as a volunteer after retiring.
The study used semi-structured interviews followed by trajectory equifinality modeling to analyze the data. We identified three factors that enabled Mr. B to work as a special-needs teacher without thinking about early retirement. First, he chose an academic field in which he could contribute to society, rather than a field based solely on his interests. Second, for Mr. B, fully demonstrating his values was linked to his desire to work. Third, after becoming a special-needs teacher, he was able to maintain an environment in which he was continuously involved with children and their parents, and his work always left him feeling that he was performing a service of value. This has allowed him to see any unforeseen events that happened to his students as his own concern, rather than as a daunting setback. He also enjoyed watching children grow up and continued to support them and their parents as a volunteer after retiring.
About This Article
著者キーワード
Special Education Teacher
Trajectory Equifinality Modeling
Process
特別支援学校教員
複線径路等至性モデリング
プロセス
権利情報
Copyright © 2023 人間社会科学研究科
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