日本における教員の人事評価の動向と職能開発

서지정보

ㆍ발행기관 : 한국일본교육학회 ㆍ수록지정보 : 한국일본교육학연구 / 11권 / 2호
ㆍ저자명 : 八尾坂　修

목차

Ⅰ．はじめに
Ⅱ．教員勤務評定の特徴と問題点
Ⅲ．新たな教員人事評価に対する全国教育長や校長の考え
Ⅳ．東京都の教員人事考課からの示唆
Ⅴ．大阪府における教職員評価システムの視点
Ⅵ．今日的基本構造と理念
Ⅶ．今後の方向性への課題
参 考 文 献

영어 초록

When we closelyexamine personnel systems at corporations and national/local governments
in Japan, insearch of appropriate methods for quality human resources development,
it isclear that competency- and performance-based personnel evaluation
systems havebecome dominant.
The national trend of evaluation implementation as of the2006 school year appears
to indicate that the core appraisal principles offairness, equality, objectivity, transparency,
and persuasiveness aresufficiently considered in personnel evaluations in
Japan. Common viewpoints among evaluations indifferent locations include the introduction
of target management methods thatutilize self-evaluation; grading (absolute
evaluation) based on appraisalitems, elements, as well as evaluation standard; multifaceted
evaluation(primary and secondary evaluators); interviews; disclosure and feedback
ofappraisal results; utilization of evaluation results in human resourcesdevelopment
and ability development; utilization of evaluation results inemployee treatment;
establishment of new work performance evaluation(improvement of the existing system).
Assuch, the new evaluation system goes beyond being a mere principle ofperformance
evaluation to be a manifestation of the idealism ofability-development
performance.
For that reason, I would like to suggest that thefollowing issues constitute future
tasks in order to develop the new personnelevaluation system in Japaninto an even
more viable one:
First, principals need to secure time for understandingteachers’ execution of duties
and facilitating effective interviews, as well asoptimizing a system schedule and its
implementation.
Second, trustworthiness of the evaluation system andappraisal should be further improved
in the following areas: level of challengein goals at the time of evaluation;
treatment of responsibilities outside thescope of appraisal; different evaluation methods
of multiple evaluators;disclosure of evaluation results and processing of complaints;
and the formatof proposal forms.
Third, the role of principals as developers andevaluators should be in areas such as
sharing common targets with teachers;understanding teacher responsibilities; and improving
evaluation and teacher development.
Fourth, judging from situations abroad, the time hascome for the administration to
consider the five major principles and tworequirements as much as possible in an evaluation system in attempting to fullyestablish a teacher personnel evaluation system
across the nation as part of a publicservant personnel evaluation system reform in
Japan. The five principles refer to compliance withorganization purposes, transparency,
persuasiveness, fairness and equality, andobjectivity. The two requirements
referto a viable complaint processing system and new labor negotiation rights.
Fifth, it is essential that as an evaluator,principals evaluate teachers’ efforts to
work toward ambitious goals and givepositive feedback when reporting evaluation results
to teachers. It isdesirable that principals gain an understanding of qualities,
abilities,aptitude and characteristic of individual teachers, and base their decisions
onthat understanding to place the right people in the right jobs, consider arequest for
transfer, and provide guidance and training required.
If teachers fail to achieve goals, management isexpected to discuss the cause of
failure, future tasks and solutions withteachers from the perspective of positively
evaluating teachers’ professionalattitude, and help teachers set new goals. Functions of
self assessment maychange depending on whether or not principals and vice principals
are able toacknowledge good points of individual teachers and encourage them
throughinteractive communication, and create a sense of belonging among teachers.
Due consideration should be given to thedelicate mentality of teachers. Self-reflection
may encourage teachers to takeon a new challenge.

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