Factors in Teachers’ Help-seeking Preferences: From the viewpoint of teachers with new appointment terms


This research examines the factors that influence teachers’ help-seeking preferences using a structural equation model. Teachers with new appointment terms often face difficulties in their work and tend to ask other teachers or administrators for help. To identify the various factors in teachers’ help-seeking preferences, an investigation using a questionnaire was administered to teachers who held new appointments at elementary schools; 91 teachers responded to this questionnaire. A statistical analysis was performed using SPSS 19.0 and AMOS 19.0. The structural equation model based on both factor and path analyses, revealed that headteachers’ leadership (educational leadership) affected the workplace culture as well as teachers’ feelings of self-respect and help-seeking preferences. The organizational control and workplace culture, which can influence each other, are important in teachers’ everyday experiences. and headteachers’ (educational leadership) also had a large influence there. Since teachers engage directly with children while teaching and headteachers affect teachers’ feelings of self-respect and help-seeking preferences, it is necessary to foster a climate of collaboration between these professionals to develop effective educational practices.

Author Information
Yutaka Konuma, Hokkaido University of Education, Japan

Paper Information
Conference: ACP2020
Stream: Mental Health

This paper is part of the ACP2020 Conference Proceedings (View)
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