Abstract
The purpose of this study is to describe the characteristic of the discourse about chief-teacher, to suggest the prospect of hierarchial system in school. Recently, it is pointed out that the chief-teacher system is out of order, especially the view of the function on supervision in that status. For the solving of it, in Tokyo prefecture, 'Shukan-system' has been introduced in 2003. Only it can be presumed that the problematic situation around chief-teacher svstem comes from not only in actuality, but also in discourse which has been lacking of logical consistency for a long while. From the point of the wiew, I have collected total 140 academic papers which could be found with the key-word of chief-teacher between in the year 1975-2002, and analyzed them mainly with the aspect of argument on supervisory activity of that. After this procedure, the following conclutions could be found. 1. In the term of 1975 to 1980, three points of characteristic are indicated. (1) Supervisory activity of chief-teacher has defined as the typical mark of educational organization, not as another general organization. (2) The originally supervisory activity of chief-teacher has been discussed with the relationship of what, that should be given by school principal and vice-principal. (3) The development and improvement programm in each school, which could be set under the condition of various chief-teachers. 2. The characteristic of discussion has changed widely especially with papers in 1981 on the two points as follows: (1) Supervisory activity has not described as the typical mark of school, but as the activity in personal. The important point was human relationship with another person. (2) Forcus on the argument was rather 'What is the perfect chief-teachers?' from the view to principals and vice-principals, than the relationship on each other. 3. The tendency of discourse after the latter half on 1980 is distinguished from two points as follows: (1) In the arguments, it was not important for chief-teacher to develop ability by the training in the school, but self-help efforts of them. (2) There are many descriptions that emphasize aspect of emotion in chief-teacher, and supervisory activity have been given other teachers with sympathy, kind-hearted.
