学力に関係する数多くの要因の影響を,学力が形成される場である学校を研究単位として,因子分析的に研究することを目的とした。 地域・規模・進学率を異にする神奈川県下の15の公立中学校長による,自校の現状についてのQ分類の因子分析の結果,3つの学校群が区別された。これは元型において地域と進学率の2軸のまわりに位置づけられるものであり,地域性と学習指導方法との間に,ある関係の存在することが明らかになった。 中学校長と教育関係者による,学力向上のための条件についてのQ分析の結果は,2つの因子を抽出した。この2つの因子は学習指導の方法に関して対立的な内容なもつものである。 学校の現状と学力向上条件との関連をみるために,学力要因の充実度係数を算出して,さぎの学校群間で比較すると,生徒,父兄,地域,指導法の要囚間で差の大きいことが見出された。

Aim: This investigation has been made with a view to finding (1) what the conditions having an important influence upon the improvement of scholarly achievement, (2) whether or not any difference of opinion will exist with regard to a scholarly achievement and (3) how to diagnose the junior high-school in connection with scholarly achievement. Method: The writer classified the conditions, above mentioned, into five categeries: (I) pupil, (II) home and community, (III) material environment of schools, (IV) teachers, (V) teaching methods. And from those categories he made 70 items for Q-sort. The subjects were 15 principals of junior high-schools in Kanagawa Prefecture and persons concerned with education, viz. 4 professors, 2 superintendents of educational affairs, and an official of the teachers' union. Of these subjects the writer demanded Q-sort in the following two ways: (1) The 70 items were classified into 7 grades according to the degree of coinciding with the actual states of the school. (2) The 70 items were arranged into 7 grades in the order from plus 3 to minus 3 in scholary achievement. Results of those data has ceen made factor analysis, (1) With regard to the latter, above mentioned, it has brought out two view-points of scholarly achievement-Factor E and Factor F (Tab. 3-5). Factor E, main of the two, is found to lay great emphasis on character building which forms our contemporary view of education, and the other (Factor F) is the educational view of point intended for pupils to prepare themselves for examination. The major diffcrence between Factor E and F exists in the aforesaid category (V) -teaching method - and not in the rest. (2) The analysis of data for the actual state of those schools has led to three factors (Tab. 1-3), -the factors of rural good schools (Factor A), urban poor schools (Factor B), and urban good schools (Factor C). The rural good schools show the influence chiefly of Factor F, and the urban good and poor schools mainly of Factor E, Between the good and poor urban schools, however, is maked the great difference in Categories (I)and (II). (3) With regard to conditions of improving schoarly achievement, the writer has thought out the "replenishment coefficient", by means of which it will be fully diagnosed at every school how many plus conditions and minus ones are found it each of the five categories of the educational system of schools (Tab. 6-9).