Recently, computers are being brought in elementary and secondary schools in Japan. This new system of technology forces schools to change those organizations. On the other side, the effectiveness of this new media is restricted by reactions of schools. The purpose of this study was to analyze the organizational reactions of lower secondary schools to introduction of computers, and the effects of these reactions on teachers' use of computers. This study employed the methodology that was named as 'comarison method of paired cases'. By this method, one set of schools, which were almost the same in terms of the assignment of computers and administrative supports, were selected. Main results were the following. 1. The dominant factors of organizational reactions were two types of leadership. Those were (1) expert leadership of the teacher in charge of computer operation, and (2) system operation leadership of the principal. 2. Those two types of leadership influenced teachers' use of computers through the change of organizational structure. 3. In spite of the change of organizational structure, however, the sphere and the frequencies of teachers' use of computers were limited. 4. The above suggested that though the norm to use computers were formed among teachers, the modification of deeper cultural components in the schools were not accompanied.

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The School Teacher Appraisal started on September 1991 in England. By August 1995, biennial appraisal for all school teachers will be in force. One of the purposes of this article is to identify the backgound that led to the introduction of appraisal in England. This article also includes a brief description of the national pilot appraisalschemes initiated by government in 1986 and carried out in six Local Education Authorities, as well as drawing on the Cambridge evaluation of this programme. The Teacher Appraisal is composed of five factors: initial meeting, self appraisal, classroom observation, appraisal interview and appraisal statement. The main and the most significant factor is the appraisal interview. The Teacher Appraisal is expected to contribute to the professional development of teachers and schools and the total Quality management in terms of educational accountability.

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The purpose of this paper is to clarify the influences and the problems of the controversy concerning the school management reform in West Germany in the 1980s, by analysing the reform of the School Act in Baden-Wurttemberg (1983). The controversy in the Parliament concerning the bills which FDP/DVP, SPD and local government/CDU each presented had two points of issue. One was the problem about the organization of decision-making in a school and the other was about the efficiency in the decision-making process in a school. FDP/DVP's bill intended to solve the school conflict through teachers' participation. But this bill could not grasp precisely the structure of the school conflict and could not solve the complexity in the decision-making process. SPD's bill understood "sachliche Uberlegenheit der Lehrer", and guaranteed each members' rights in detail. But this bill too could not solve the complexity and could not take into consideration the differences of each members' character. Local government/CDU's bill was able to grasp the decline of teachers', students' and parents' ability to participate and grope for the decision-making process that would adapt to the realities. However there was the posibility of the principal having very storng competence. My conclusion to this whole controversy in this reform is as follows. In this controversy concerning the reform, the problems of the participation theory in the 1960s-70s were recognized precisely, and the participation theory reached a new phase and gave a clue to it's institutionalization. The following two problems were left. 1. The positions and roles of teachers, students and parents in schools today are not completely analysed. 2. It is necessary to find a new core of participation in schools today that is huge and complex.

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The purpose of this study is to clarify the significance of introducing the organization development for school administration in case of Germany and to consider the significance of organization development. In Germany, there is the council system in each school. And a significant commitee is the school conference (Schulkonferenz). The conference consists of teachers, students and parents as the representatives. Practically there are some problems in that cooperation. And it needs to adopt the organization development (OD) for school administration, since the organization development is one of the appropriate organization change methods which emphasizes on the members' behavior. I notice that the organization development of schools in Germany contributes the important activities to the school council. And these can improve the capability for the organization change. The contents of this study are as follows: 1. Purposes and tasks of this study 2. Background of introducing the organization development for school administration (1)Problems of shool administration (2)Administrative actibities of the council system-necessary capabilities for organization development 3. Concepts, principles and the significance of introducing the organization development for school administration (1) Concepts and principles of organization development (2) Activities of the council system as introducing the organization development 4. Improvement of capability for the organization change

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