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How Japanese School Education Can Change to Encourage Non-Teachers to Become Teachers: An Exploratory Examination of Teacher-Training University Graduates

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Title: How Japanese School Education Can Change to Encourage Non-Teachers to Become Teachers: An Exploratory Examination of Teacher-Training University Graduates
Language: English
Authors: Ryosuke Sakurai, Takumi Watanabe
Source: Educational Studies in Japan: International Yearbook. 2025 (19):29-39.
Availability: Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Graduates, Preservice Teacher Education, Career Change, Teaching (Occupation), Attitudes, Teaching Conditions, Teacher Salaries, Working Hours, Teaching Load
Geographic Terms: Japan
ISSN: 1881-4832
2187-5286
Abstract: This study explores the conditions under which graduates of Japanese teacher-training universities who are not currently working as teachers may become teachers in the future. A questionnaire survey was conducted with individuals who graduated from a teacher-training university five years prior. Text mining was performed on the collected data to determine the changes required in the Japanese education field in order to encourage these individuals to become teachers. An analysis of open-ended responses from 209 individuals indicated that the main conditions for non-teachers to become teachers were "optimized work" and "improved treatment." The former included "reducing workload," "reducing overtime," "reducing the burden of extracurricular activities," "reducing the burden of parent-teacher communication," and "reducing administrative work." The latter included "paying overtime," "increasing salary," "ensuring holidays," "improving teachers' support system," and "considering the location of work." These findings are significant because they could inform policies addressing Japan's teacher shortage.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475603
Database: ERIC
FullText Text:
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  Data: How Japanese School Education Can Change to Encourage Non-Teachers to Become Teachers: An Exploratory Examination of Teacher-Training University Graduates
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  Data: <searchLink fieldCode="AR" term="%22Ryosuke+Sakurai%22">Ryosuke Sakurai</searchLink><br /><searchLink fieldCode="AR" term="%22Takumi+Watanabe%22">Takumi Watanabe</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Studies+in+Japan%3A+International+Yearbook%22"><i>Educational Studies in Japan: International Yearbook</i></searchLink>. 2025 (19):29-39.
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  Data: Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
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  Data: 1881-4832<br />2187-5286
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  Data: This study explores the conditions under which graduates of Japanese teacher-training universities who are not currently working as teachers may become teachers in the future. A questionnaire survey was conducted with individuals who graduated from a teacher-training university five years prior. Text mining was performed on the collected data to determine the changes required in the Japanese education field in order to encourage these individuals to become teachers. An analysis of open-ended responses from 209 individuals indicated that the main conditions for non-teachers to become teachers were "optimized work" and "improved treatment." The former included "reducing workload," "reducing overtime," "reducing the burden of extracurricular activities," "reducing the burden of parent-teacher communication," and "reducing administrative work." The latter included "paying overtime," "increasing salary," "ensuring holidays," "improving teachers' support system," and "considering the location of work." These findings are significant because they could inform policies addressing Japan's teacher shortage.
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      – Text: English
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        PageCount: 11
        StartPage: 29
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        Type: general
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Career Change
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      – SubjectFull: Teaching (Occupation)
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      – SubjectFull: Attitudes
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Teacher Salaries
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      – SubjectFull: Working Hours
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      – SubjectFull: Teaching Load
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      – SubjectFull: Japan
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      – TitleFull: How Japanese School Education Can Change to Encourage Non-Teachers to Become Teachers: An Exploratory Examination of Teacher-Training University Graduates
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              Y: 2025
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