Abstract
(1) The purpose of this study The purpose of this research is to examine the meaning of foundation and reorganization of the teacher consultant system in post-war Japan. The teacher consultant system was founded by the Board of Education Law in 1948. When the Law Concerning Organization and Function of Local Educational Administration (LCOFLEA) was enacted in 1956, the obligation regulation of teacher consultants was changed. The Ministry of Education explained that duties of a teacher consultant are the same as the past ones. However, many teachers and educational specialists criticized that this change leads to revival of the old inspector system. We should research the history of the system of teacher consultants so that we can clarify the nature of the obligations of teacher consultants. In this book, the following problems were examined: Who reformed the local inspector system under the occupation, and why did they do it ? As the system of teacher consultants was founded in postwar Japan, the Ministry of Education published two guidebooks for teacher consultants. What ideas were these books based on? Why was the certificate for teacher consultants made? Why was it abolished? Immediately after the teacher consultant system was established, the Institute for Educational Leadership was developed. What did they study in this training ? How was the teacher consultant system changed after the LCOFLEA? In this book, much historical material in Japan and United States was analyzed, CIE Records, Trainor Collection, Sengo Kyouiku Shiryou, Tsujita Chikara Bunsyo, and so on. (2) The summary of conclusions The report of the first United States Education Mission in March 1946 recommended that old inspectors should be changed into supervisors who help teachers professionally, and that their qualification should be improved. This report did not describe the involvement of inspectors in the personnel administration of teachers. On the contrary, the Japanese Education Committee criticized it. The committee insisted that inspectors should have no relation with personnel affairs. The Ministry of Education thought that the old inspector system should be divided into administrative supervisors who took charge of personnel affairs and instructional supervisors who advise teachers on teaching and instruction. The CIE ordered the Ministry of Education to change inspectors into teacher consultants in December 1947. In the following April CIE presented the Ministry of Education a bill which CIE had made. The proviso "but they shall issue no orders and exercise no control" was attached by CIE to this bill. The law for Certification of Educational Personnel was then enacted in 1949. This law found certifications of teacher consultants, principals, and superintendents of education. CIE instructed to the Ministry of Education that it was necessary to make a system of these certifications. CIE tried to make teacher consultants be "on the teachers' side." This was connected with the idea of CIE that tried to diffuse empirical curricula in Japan. After the LCOFLEA enactment in 1956 and the revision of course of study in 1958, teacher consultants changed to be leaders "from above." On the other hand, supervisors in charge of personnel administration were newly founded in most prefectures. Then the reform plan of the Ministry of Education under the occupation was realized.
