Comparison of the professional lives of female teachers before and after the introduction of Educational Reform : Focusing on colleagues, work-life balance and gender equality

キョウイク　カイカク　ドウニュウ　イゼン　ト　イゴ　ニ　オケル　ジョセイ　キョウイン　ノ　キョウショク　セイカツ　ノ　ネンダイ　カン　ヒカク　ドウリョウセイ　ワーク　ライフ　バランス　ジェンダー　ビョウドウ　ニ　シテン　ヲ　アテテ

Sato, Tomomi

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

Since the 21st century, administration-led Educational Reform has been strongly promoted. I conducted a questionnaire survey targeting female teachers in their 40s between FY2001(generation A) and FY2018(generation B) before and after the introduction of Educational Reform to compare the changes in the professional lives of these female teachers. The study obtained the following findings. 1. There is a significant increase in the number of female teachers in generation B who identify overwork and difficulties in working with parents. 2. Satisfaction with colleagues and collaboration was higher in generation A, and significantly supported their professional lives. 3. Gender inequality in school organization is decreasing for generation B, but gender inequality they received from pupils and parents is stronger than in generation A 4. Generation B is less willing to continue working and promote. Based on the above, the study found that Educational Reform hindered relationships with colleagues, work-life balance , and gender equality. Overcoming these issues is an important policy challenge.