Abstract
This study clarifies the actual situation of employment guidance and support at the Osaka Prefectural Correspondence High School and examines related issues. Its grade/class structure, curriculum, and teacher organization, which are vastly different from those of full-time schools, do not mesh well with the detailed process necessary for employment through school placement. Students with different graduation years were enrolled in each grade from first to eighth year, and job-seekers were unevenly distributed. Class times vary ; therefore, teachers have few opportunities to meet each other. Furthermore, high school teachers are less aware of classroom management than elementary and junior high school teachers. At the same time, many students have difficulty using school placement services. For these reasons, it is difficult for homeroom teachers to take the lead in interacting with students who wish to find employment and coordinate with career guidance departments as in full-time schools. The principal’s leadership function is important, but insufficient to increase the effectiveness of employment guidance and support. The school has been working guarantee a career path beyond learning by functioning in a distributed leadership system that includes teachers and external parties.
