No target disease
Conditions
Interventions
Teacher training sessions twice a year and reflective conferences once a month will be conducted over a three-year period for teachers in part-time senior high schools. No direct intervention will be
Sponsors
KANSAI UNIVERSITY of SOCIAL WELFARE
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Participants will include teachers and students enrolled in two part-time senior high schools in Hyogo Prefecture, Japan. Eligible teachers will be those who participate in teacher training and reflective conferences and provide consent for questionnaire surveys and interviews. Eligible students will be first- and second-year students at the beginning of the study, whose Q-U questionnaire and CoCoLo-34 data routinely collected at school are available with consent for use in this study.
Exclusion criteria
Exclusion criteria: Teachers who do not provide consent for participation in teacher training and reflective conferences, questionnaire surveys, and interviews will be excluded. Students who do not provide consent for the use of their Q-U questionnaire and CoCoLo-34 data for research purposes will be excluded.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Changes in teachers' perceptions and educational practices through continuous teacher training and reflective conferences, as well as changes in students' group formation and school adjustment, will be evaluated. Teachers will be assessed using selected items from a teacher efficacy scale and the Student Guidance Three Functions Checklist. Students will be assessed using the Q-U questionnaire routinely conducted at school and the CoCoLo-34 scale to evaluate changes in peer relationships, sense of belonging, sense of security, and self-determination. These outcomes will be longitudinally examined over a three-year period. | — |
Secondary
| Measure | Time frame |
|---|---|
| The process of changes in teachers' perceptions and educational practices through teacher training and reflective conferences will be qualitatively analyzed using records of reflective conferences and teacher interviews. Furthermore, these qualitative data will be integrated with quantitative data obtained from the teacher efficacy scale, the Student Guidance Three Functions Checklist, the Q-U questionnaire, and the CoCoLo-34 scale to examine the relationship between teachers' transformation processes and changes in students' group formation and school adjustment. | — |
Countries
Japan
Contacts
Public ContactTomoko Miyawaki
KANSAI UNIVERSITY of SOCIAL WELFARE School of Nursing
Outcome results
None listed