Michiko Ishikawa
Graduate School of Advanced Practice in Primary Education, Tokoha University, Japan.
Miyuki Matsumoto
Aichi Mizuho Junior College, Japan
Panch. Ramalingam
UGC – Human Resource Development Centre Pondicherry University.
The purpose of this study is to develop a Japanese-style classroom management model and its scale by analyzing classroom management in elementary schools in Japan and India. The method of the research is; 1, We develop a scale for class management in Japan and to examine reliability and validity. 2, We conduct a questionnaire survey with Indian teachers and develop an Indian version of a Japanese class management scale by deterministic factor analysis. 3, We compare the factors of Japanese-style class management scales in both countries by t-test analysis. We targeted 290 elementary school Japanese teachers and 300 elementary school Indian teachers. As a result of exploratory factor analysis, conducted the items, “Focus on individuals as well as groups,” “Attitude as a teacher,” “Understanding of individual children” was obtained. Comparing the two countries, we found that “Attitude as a teacher” was significantly higher in Indian teachers than the Japanese, while with Japanese teachers, “Focus on individuals as well as groups” and “Understanding of individual children” were significantly higher than the Indians. The academic ability of Japanese children ranks among the highest in the world. Class management will have an impact on children’s school life. Japanese style classroom management model for nurturing individuals as well as groups showed the possibility of improving Indian children’s school life.
Keywords: Japanese-style, classroom management, Indian, scale development.