Budo education in Japanese junior high schools: An empirical analysis of teachers’ competence, instructional practice, and open-ended responses

This study examines the implementation and challenges of budo education in Japanese junior high schools through a nationwide mixed-methods survey of 386 teachers. We analyzed (1) the implementation status of budo classes, (2) teachers’ professional expertise and self-perceived instructional competence, and (3) challenges and requests derived from open-ended responses. Quantitative results showed significant associations between dan qualifications and teachers’ confidence, with markedly lower self-evaluations among kendo instructors. Qualitative analysis revealed structural barriers specific to kendo, such as equipment cost and time burden, and highlighted institutional and safety constraints. Integrating both dimensions, the study interprets lower self-efficacy as linked to a limited “technical habitus,” which teachers compensate by emphasizing moral and cultural values. These findings situate budo education within a broader cultural framework of pedagogical legitimacy and highlight the need for flexible curricula, ongoing teacher development, and structured collaboration with external instructors to sustain its educational and cultural significance.