This paper treats of some characteristics of student teaching in normal school (SHIHAN GAKKOO) in prewar Japan. Contents are as follows. Preface I Charge of whole teaching by student teachers in the elementary school attached to normal school, II Institutionalization of the head of the attached school (SHIHANGAKKOO SYUJI). III A duoble duty of teachers (KUNDO) of the attached school. IV Establishment of the management system of student teaching in prewar Japan. Conclusion

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The purpose of this paper is to clarify the characteristics in the consciousness of drop-out students. Many studies of dropouts in high school have analyzed mostly the outside factors of dropouts. In addition to these studies, now it is important to throw light the inside of them, the distinctive aspects of their consciousness. In this survey, I used the questionnaire data which was designed to get many descriptions about the attitude for high school life and the self-evaluation. The responses to the questionnaires were analyzed mainly by crosstabs method that involved Chi-square authorization. As the result of the analysis, I got the 3 tendencies in the attitude for high school and in the self-evaluation each. They are (1) active intention for school life, (2) sense of purpose tendency in being registerd at school, (3) active intention for out of school life, in the attitude for high school, and (1) continual effort intention, (2) self-reflection tendency, (3) self-assertion tendency, in the self-evaluation.

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In recent years, the term of School Improvement has been often used by many people in search of better schools in Japan. This concept does not separate functions of school external conditions from internal ones. And it insists on the importance of doing on school's own initiative. Now many people are searching for making internal and external conditions of an individual school function syntheticaly based on the school's own will and need. For the past years, many studies have explained what conditions can promote improving school. Nevertheless we cannot find many schools improved in our country. Why can't we do it? It is my guess there is anything that prevents the promoting conditions from functioning well enough. And I wonder if some obstacles exist in the structure of consciousness of teachers, principals, and school boards. The purpose of this paper is to explain that structure. In order to do it, I try to find teachers', principals', and school boards' opinions about obstacles to improve their school. After that I try to find some discrepancies among them. The contents are as follows: 1. Problems 2. Teacher's, Principal's, and School Board's Consciousness about Obstacles to Improve their School 3. The Relationship between Teachers and Principals 4. The Relationship between School (Teacher and Principal) and School Board 5. The Structure of Consciousness of Teacher, Principal, and School Board

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The purpose of this paper is to clarify the position and the role of school principals on a council system in German schools. In Germany, there has been a council system in school since the beginning of the 20th century. Central conferences in a council system are teacher conference and school conference. Teacher conference consists of representatives of all teachers and school conference consists of representatives of teachers, parents and students. School principal is the chairman of these conferences. I pointed out that the first role of a school principal in these conferences is as a mediator among the persons concerned in school. There are many conflicts among them. School principal must solve these conflicts and make them reach a consensus. Moreover, I pointed out that the second role of a school principal is as an observer of the decisionmaking. He must take objection to any illigal decisions or decisions for which, he thinks, he cannot assume responsibility. As a school principal is not only a repesentative of the school but also a representative of educational administration, he must fill these two roles as a chairman of the conferences. Therefore, school principal must acquire management skills and enrich his legal knowledges. The contents are as follows: 1. Purpose of this papar and a significance of the problems 2. Significance of a council system 3. School principal as a mediator 4. School principal as an observer 5. Conclusion -roles of school principal and the future tasks of this research

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Since the early 1970's, "Theory Debates" have been taking place in American educational administration, in which Greenfield and Critical theorists were opposed to pioneers of "Theory Movement" In consideration of the loss of public confidence in school which started in the 1970's, those debates seem to be required reexamination, though many researchers in educational administration regarded a main subject on those debates as a difference in "a way of seeing" organizational phenomena. In other words, those debates seem to have had more fundamental subjects than a mere difference in "a way of seeing" For the purpose to examine the subjects of those debates, following distinctions were made: 1) "organizational theory (What are organizations? and How can organizations be understood ?)" is different from "administrative thought (How should organizations be managed ?)" 2) "organization" is different from "institution" which is a context of organizations. It has been the taken-for-granted assumptions in Educational administration that higher productivity, effectiveness, and efficiency, Science and Technology, Education as insitiution contribute to the development of individuals and society. "Theory Debates" were considered to be the opposition between the party who believed in the taken-for-granted assumptions and the party who questioned those assumptions

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