The purpose of this paper is to clarify the position and a new role of school principals in today's American educational reform through an analysis on some policies to improve quality of them. In the first half of 1980s, many national reports were released criticizing the quality of education. This process is called "first wave" of the educational reform, and there the Federal and State Governments were having the initiative. But in the latter half, "second wave" has come. In this wave, it is said that individual schools should have the initiative to develop the educational reform. As an individual school has been regarded as the optimal unit for realizing the educational reform, school principals are recognized to be the key ingredient. They are being expected to take the leadership of school-focused staff development, decision-making through teachers' participation within their school, and advancement of the educational reform. On the other hand, they have had some severe problems since 1970s. In overcoming those problems, improving school principals quality is one of the most important subjects in today's educational reform. And a lot of States in U. S. A. have taken some policies for improving it. Those policies are about certificate, selection, and pre- and in-service education of them. The trends of the policies are reflecting the problems and a new role expectation of today's school principals. The Contents are as follows: 1. Educational reform in U.S.A. and school principals quality improvement (1) Purpose of this paper and school principals in American educational reform (2) School principals quality improvement as a reform subject 2. Performance-based certificate and selection systems (1) Certificate requirements (2) Selection process 3. Practical pre-service and collaborative in-service education (1) Pre-service education (2) In-service education 4. A new role expectation of school principals-conclusion

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Recently social scientists of various fields have focused on studying the relationship between individual cognition and organizational cognition, social contexts. The key concepts to understand the new trends of theories are paradigm, organizational culture, and script, which are characteristic of having some stratified structures. The basic organization's views of these perspectives are that an organization should be regarded as a social group sharing some interpretive schemes, and as a pattern of symbolic relationships and meanings sustained through the continued processes of human interaction. Some of the most important points of these perspectives are that these views would enable us to understand the process of organizational change, or to explain the difficulties of the innovations better than ever before. This is because organizational behaviors would depend upon social cognitions, shared paradigms better than upon organizational structures as a complex of variables in objective dimensions. These theories of organizational cognition bring forth some necessity of rearrangement to both paradigms of researchers' and practitioners' in school management. These theories, on the one hand, require researchers to approach to practitioners' views by way of exploring the practitioners' paradigms in their contexts. On the other hand, these require practitioners to inquire their routine works by way of reflecting their own paradigms.

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The purpose of this study was to examine teachers' job satisfaction in each life-stage which was presented in Owen's need-priority model compared with motivation-maintenance model. Specifically, the following were the main problems to be surveyed: 1. To grasp what characteristics of their jobs which teachers have the sense of satisfaction and dissatisfaction. 2. To analyze whether teachers' job satisfaction and dissatisfaction have relationships with their positions, sex, and experience. 3. To analyze whether teachers' satisfaction have relationships with their morale. The following were the main results: 1. Teachers' satisfaction in motivating factors and dissatisfaction in maintenance factors. 2. Teachers' job satisfaction tended to move toward higher hierarchy-of need theory of Porter in accordance with the increase of experience as a teacher. 3. Teachers' morale was going high if their need of self-actualization and achievement would be satisfied.

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By the revised law as of February 3, 1988, the national system under which students in senior high school can study abroad without changing their status in school has been established. This paper presents a statistical analysis of actual conditions of how each high school is coping with this situation; how the regulations were established, how they were construed, and how they are carried out. In the analysis, which follows law-sociological method, special stress is put on; 1. the analysis of the government-oriented policy in terms of time category, 2. the grasp of how they came to be established, 3. the logical analysis of the necessary conditions provided in the regulations and the location of their problems, 4. the analysis of the main factors of how and why different schools have different regulations in actual enforcement, 5. the gap in the interpretation of the regulations between the government and each high school. In the light of the principle of education, the regulations seem to want logical actuality. And this may be due to the self-approving and quick-tempered attitude that the government shows in its effort to carry out the regulations. They have to be excuted on the assumption that any student who wants to go abroad for study should have his or her own volition, self-assertion and responsibility. The system, moreover, constitutes a radical emancipation from rigidly regulated curriculums in high school. In that case, the significance of education in high school has to be examined all over again.

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