The purposes of this paper are to consider the specialty of teaching profession from viewpoint of the disposition and ability that will be requested in a new era. We have understood the competence of teacher as technical skill, human skill and conceptual skill. Because the non-changeable perspective of teacher and the fixed school organization paradigm that had been formed by the purpose-means rationality, the competence of teacher was uniformalized. The teacher that is expected today, is imaged the teacher that is self-reformed and self-reflected the teaching practices through the spontaneous-autonomous school administration and management. Through the review of the proposal of the Teaching Staff Education Council and the requests of the school principals, the competence of teacher was considered from the demand in the changes of the society, not only the actual conditions of children, but also the way of teacher education system and curriculum. Furthermore, the specialty of teaching profession was considered from the educational reforms that were included 1) the national purpose of the relation with the science and technology, 2) the teacher education system, 3) the problems of entrance and exit of the pre-service education system, 4) the university establishment standards, 5) the creative school administration and management (spontaneous-autonomous school administration and management), 6) the kind and renewal of the teacher license, and 7) the suitable nature the teacher. The above-mentioned facts were summarized as follows; the partnership that is not the self-protective autonomy nature of teacher and school organization is needed, and it must be open in the home and the community. The ability and self-confidence to be to teach the children, even if is seen from everyone, is the core of the specialty of teacher.

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The purpose of this paper is to investigate the ideas, movements and problems related to reorganization of teacher education and re-education for teachers in Japan. This thesis consists of the three parts. Firstly, I will examine the discussions on this topics that have been regarded as questions of great importance. The main points of this discussion may be summarized as follows: (1) In order to overcome contemporary Japanese educational crisis, it's necessary to create the school regarded as a community characterized by learning and seeking one other's: (2) Learnig of one's own accord, finding out problems and solving them are intensely required in pupil's learning: (3) To satisfy such requirements would need the conversion in teacher-education programs and in the practice of teaching. The second point to be examined is the argument on the ability expected of contemporary teachers. Thirdly. I will examine the conversion of the fundamental structure and the contents of teacher-education curriculum. What is significant in the curriculum problems is that they are to be examined from the viewpoints of life-long education for teachers. Another significant point is the viewpoint of the collegiality in teacher's workplace. Finally, I will attempt to show the model of in-service education practiced in master's program of Fukui university. The special feature of this model is that university and school faculty members cooperatively investigats questions of teaching and learning that arise in the school.

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In this paper, I am taking up various problems which face with in the in-service teacher's training activities, basing on the indications pointed out by the teacher's training council and thus, pursue the fundamental counter policies to evaluate the basic training practice. Next, I studied problems existing in the social experiencing training course, problem to elevate the management powers and training course to be carried out by the management class before their post appointment. Further, in review of the increased training opportunities to be expected in future for the university graduate course, I studied the practical style in the graduate school course, curriculum conditions to be prepared for that purpose and useful method of graduate school and the expansion of role of graduate students and their reform of consciousness. In conclusion; No.1. In review of the basic view point on the training in future, the training activities based on the independent and subjective training desire shall be encouraged and the support systems theretofore shall become more important to prepare. In order to promote these policies, the policy evaluation method on each program must be kept in mind. No.2. In order to expand teacher's social opinions and deepen their knowledges as well as human nature, their training experienced in the private facilities else and other social welfare facilities as well as in the different schools shall be needed. If the teacher's training will be conducted along this line and every teacher will follow their teaching method for the children and students by standing on this view point, then there is no doubt that the problem of corporal punishment so called as school pathorogy may certainly be eliminated. No.3. The following matters shall be needed to study and expanded to establish the doctor's course so that such doctor's course shall be promoted forward as the traction role to realize the speciality in the teacher's training field. In future, for those who have graduated this doctor's course, it is desired that further advancing courses shall be opened to move forward to the general universities, research institutes and as an experts, to the education boards and/or afterward to the education special instructors in general. And then, in the same token, for those capable men who are excellent in practical instructions field as the in-service teachers after completing graduate school master's course graduate course, the similar way as above shall be also opened. This course must be pursued and developed, not only for the teacher's training university faculties but also for general university teacher's related institutes. This is the unavoidable requirement in order to achieve such purpose that the universities of instructural systems in our country will advance toward professional school in general. The release of the university to the in-service active teachers group and full fledged members of society will increase the opportunity for them to learn mutually in joint together. And, the universities themselves will be able to bring up the capable men who have multiple careers and moreover, become very activated.

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Recently requirements to be principals and assistant principals (in short principal class officers) have been decreased. In case of principals, Board of Education can appoint someone who does not have Teaching Certificate and working experience in education field to be a principal. The basic reason of this reform is that expected capabilities of principal class officers have been changed. Principal class officers are expected to make more leadership and management techniques than before under dynamic changes of school environment and enhancement of school authorities. Demands of accountability and parents participation in school management are also factors changing the expected capabilities of principal class officers. The details were described as follows. First, enhancement of school authorities requires principal class officers to have leadership and management techniques. In case authorities of curriculum, staffing and budgeting, principal class officers need to manage schools using these authorities effectively. Principal class officers also need to set up visions and strategies to improve and specialize schools. Principal class officers then motivate teachers so that the schools can deliver attractive education. Second, demands of accountability require principal class officers to have capabilities to explain goals, plans, practice and outcomes to parents and so on. Capabilities on communication is important for the accountability process. Persuasive power is also essential in the process. Third, parents participation in school management requires principal class officers to have negotiation ability. The newly introduced school observers is good example. Principal class officers need to exchange opinions with school observers seeking for consensus. Marketing ability is also required under the school choice system. As I described, the capabilities of principal class officers have been changed. Principal class officers are expected to make more leadership and management techniques. I think that requirements to be principal class officers have been decreased in order to measure up to such new expectations for principal class officers. Without having teaching certificate and experience, the person who has high capability of management should be appointed to be a principal to realize effective school management. Furthermore, it is necessary to establish professional graduate schools focusing on education management. The professional graduate schools will be able to provide professional development programs for people who aspire to be principal class officers. For instance, Master of Education Management programs need to be developed. The programs may emphasize on problem solving and case studies rather than theoretical research so that the students will be able to develop capabilities to be principal class officers.

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As the presentations of the Symposium are shown on pages of "School Management", the afterwards debates are introduced in this paper. The first stage discussion was developed according to role and ability of the newly introduced schools' councilor. Whether this new system can devote to evolve schools more effectively depends on the quality of its staff and the competence of the principals are generally examined. In this way, the capability of the principals should be developed to secure the results of this new system as well. The second point was the relation between schools and local community. Schools have to adjust to the local needs as much as possible and to disclose the information as to the school activities to the community. The possibility of this harmonious relation was discussed. Thirdly, the quality of school performance was pointed out to make it more active. Some devices to promote teachers' understandings to adapt the new surrounding situation should be recognised and accountability of schools must be much more realised than ever. As a whole, a lot of questions was brought up on that symposium and some of them were productive to study the new school management system. However, the plan of symposium should be organised more carefully to secure the good result. For example, there might be better to have a preliminary meeting among the panelers and chairpersons in advance and all the audience could be satisfied the process and the result of the symposium.

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The purpose of this study is to consider the improvement of junior high schools on firm ground of teacher's official stressors. This examination on teacher's official stressors focuses on difficulty to carry out the functions of the essential school role, and burden from the additional school role. Analyzing are follows; 1. A cause relationship between difficulty to carry out the functions of the essential school role, and burden from the additional school role are considered, according to solving the mechanism of official stressors which is called "yarigainonai tabouka". 2. According to analyze the attribution which has tendency taking cognition high stressors, problems and way of improvement about teacher's mental health, are considered. Result of 1st analyze point out 3 ranges of the junction of the additional school roles. These 3 ranges are "ambiguous motivation of functions in school", "corresponding to the claim from out of school", and "engaging in functions out of school". These ranges of functions are becoming serious cause of the increase of difficulty to carry out the functions of the essential school role. Result of 2nd analyze point out that the older generation, especially women, has tendency taking cognition high stressor. This result shows that aging school organization is weak in stressors from the additional school function. Conclusions of this study are follows; A. Difficulty to carry out the functions of essential school roles cause the increase of recent teachers official stressors. B. Unbalanced generation in schools will be causing the teacher's high stress through burden from the stressors additional school role. C. Defining the school role clealy and establishing support system in school organization will make schools tough from stress.

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For career guidance, the evil of the taking an examination guidance is often pointed out, but if anything, will the problem are not that the passive school exists in the career guidance activity? In this paper, we called such a situation " hollowing out of career guidance system", and we considered three problems, (1) What situation does it and in which degree is it caused?, (2) What influence does it bring to the passage choice by the student?, (3) In what high school is it caused? As a result, following knowledge was gotten. ・The high school where "hollowing out of career guidance system" is caused reaches a multitude as much as the exceeding with 1/3 in the whole high school which was dealt with by this paper. Such a high school is passive in the career guidance activity (especially the career guidance which is based on "the growing way guidance" which is recommended in recent years). ・Regardless of "the status on the school hierarchy", there are many passage uncertain persons in the passage results in the high school where "hollowing out of career guidance system" compared with the high school of the other type. ・The variable related with "hollowing out of career guidance system" is rather "prefectural or private " and "another learning (the man school or the woman school) or the coeducation" than "the status on the school hierarchy". As a result, as the factor which prescribes a match to the career guidance, the factor inside the school whether it is possible for which to set a clear education idea and an education policy as the school is thought of.

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Recent years, the Public Corporation for Education (PCE) which the local government invests has expanded consistently. The business and the installation form are too complex and various. It is necessary to clarify such chaotic structure of PCE and to search for the method of a preferable reformation for the efficiency improvement of the educational management. Nowadays, decentralization has already been progressing in Japanese local government. In this tendency, PCE is expected to reform by abolition, reorganization and privatization. The theory of New Public Management (NPM) gives big influence to these means of reformation including adoption and enforcement of market principle. However, in the actual reformation of PCE, it tends to be selected easy amalgamation rather than privatization or abolition. We cannot expect the improvement of the efficiency through such facile choice of the method of restructuring. Above all, the concrete reformation means cannot be discussed without the examination to the special function of PCE from the viewpoint of educational management. In this text, the problem about PCE and educational management is examined through the following procedures. Firstly, the current state of PCE is analyzed by examining following points: (1) the trait of PCE as the corporation for "internal consignment" of the local government, (2) the inefficiency of PCE which derives from "limited management awareness" inside the PCE and the low degree of municipality's "project selection ability". Secondly, the more effective method of reformation is pointed out using the theory of NPM. After this step, the importance of reformation the personnel system of PCE and local government is pointed out to improve PCE's "limited management awareness ". And for the advance of municipality's "project selection ability", the necessity of phasing installation of "privatization" compliant with each PCE service is inferred.

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This paper examines the leader behavior of a principal as a sense-maker to construct cooperative system among teachers in a school. It has been a research question about co-operation how the rational attainment of organizational goals could be coordinated with the members' satisfaction. So this paper describes one model of cooperative system among teachers in which the autonomy of teachers' decision-making, as an index about teachers' satisfaction, can be compatible with the organizational integration as an index about cohesion to attain organizational goals. The leader behavior of a principal to make such system is also explained in this paper. This paper uses Weick's theory of sensemaking to clear such research questions. Weick explains organization in terms of information process. Sensemaking is regarded as the most primary stage to process information. This is because sensemaking precedes interpretation, and interpretation constrains decisionmaking. Weick defines sensemaking as follows. "Sensemaking is about negotiation and construction of a mutually shared agreement of what causal linkages and outcome preferences constitute a confusing event". In terms of sensemaking, information process in a school is regarded as a process to reduce uncertainty or ambiguity with nonroutine information. A principal needs to make senses to reduce such uncertainty in the information process. The autonomy of teachers' decision-making is regarded as the situation that teachers are able to interpret senses made by a principal. The organizational integration is regarded as the situation that the sense is shared among teachers. This paper regarded one cooperative system among teachers as follows. That is teachers are integrated by sharing senses and have autonomies to decide their behaviors being able to keep various values to interpret senses. Then, a principal needs to play his or her role as a sense-maker whose sensemaking limits teachers' decision premises as a result so that such a cooperative system can be realized.

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The purpose of this paper is to clarify the issues by analyzing the conception for the "school autonomy" in Germany. In the 1990s, school autonomy is one of the most important key words in the education policy. The discussion on the school autonomy has contained various ideas. However, in the past several years, "school program" is prominent of them. "School program" is planed, done and seen in each school. All groups in the school, that is, the principal, teachers, pupils/students and parents participate in this process. In this paper, firstly, the course of the focusing on the school program is shown, secondly, the concept of the school program is clarified from three points of view: (1) the comparing with the similar concept, (2) the requirements of the school program, (3) the fundamental concept which supports the school program. And lastly, the issues for doing the school program are pointed out. The conclusion in this paper is as follows. The school program has been requested in the two contexts, that is to say, the introduction of the management point of view into the field of education and the quality assurance of education. And it is regarded as "the instrument" for the autonomization of school. The introduction of the school program was able to clarify the point of view which school works in the management cycle. It is to be valued. But it is not clear how teachers collaborate. This issue remains.

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At this joint research conference on the above-mentioned theme, five researchers discuss the direction and tasks at which school administration should aim from now on. I will summarize the contents of this discussion including my opinions, as follows: Firstly, it is very important that we rebuild the school organization by taking a new look at the relationship of authority and responsibility among school boards, schools, parents, and local inhabitants to secure the autonomy of school administration. Special attention needs to be paid to how substantial authority will be vested in schools in terms of personnel, finance and so on, by reexamining school administration regulations. Secondly, recent new curriculum development and reform promotes a reshuffle of school organization and facilitates further liaisons and cooperation among school, family, and the community. Hereafter, school curriculum management is expected to be the core of school administration. Thirdly, in order to continue promoting the open school-building, it is very important that the schools grasp the demands and the intentions of parents and community members, enlist their cooperation, and perform as completely as possible their responsibilities of accountability, by making school operations and policies fully known to the constituents. Fourthly, strengthening school autonomy will increase the responsibilities of schools, and as a result of this, outside evaluation which check on the implementation of their responsibilities and public access to information about the schools will be more necessary than ever before. It is necessary to re-examine the problems of school evaluation and release of school information in terms of how school autonomy contributes to school improvement. Lastly, though the current wave of educational reform since the recommendations of the Provisional Educational Council promotes the re-examination of school administration concepts, we need to take into account the governmental and political nature of school administration as well as the key concept of "open cooperation" suggested by Professor Nakadome to actually pursue a new concept of school administration. Henceforth, it is important to verify how the independence and autonomy of schools contribute to school improvement and enhance distinctive school characteristics. Our immediate task is to consider what are the required conditions for autonomous school administration in a competitive environment.

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The purpose of this paper is introduce an example of school reforms kept on making at the general courses of public high schools in Japan and study reform from aspects of some certain problems. Fukui High School was established in 1983. Co-ed and 24 classes in school size. The students have diversity of future planning for such as university, college, professional technical school and business world. Therefore drastic school retorm has been being done so as to corresponds to individual interest, concern and plans for future. The three points of the school reform are as follows: 1. reorganize the curriculum; introduction of new concept of "area" and wide-ranged selective subjects and etc. 2. strengthen the function of guidance. 3. reorganize the organization of school teachers. These problems need the answers to slim the established working concept and achieve the destination, because the introduction of the idea "area" increases the volume the teachers are expected to fulfill, in quality and quantity. The another reason is that the teaching guidelines of ministry of Education limits that a individual school creates the free, suitable curriculum. The teaching guidelines should be revised according to the tendency: diversity will come into public high schools in Japan at full speed. In addition, the other revision of working organization of teachers will have been fulfilled in a coming year, but there lie some obstacles in front of us, reformers. The so-called "school culture" long established by teachers raises its head: We feel there are a few problems concerning about old working so far, but we love old things, not new ones. I have been achieving the school reform directly. I felt there were some hardships in trying meeting their interest, concern and future planning of all the students through the starting reform, and I recognized that making a system for reforming the new organization was needed for the school concered. In conclusion, studying how total educational management could be will be needed for reformers wide-rangedly from now on.

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The purpose of this paper is to examine the effectiveness of students-centered management in a school to the school reform through a case of school shop running. The "Shcool-Shop" is an attempt of the case high school, in which students run a retail store by themselves. This attempt influencde various aspects of the school management : not only to the subject matter of commerce but also the needs of cooperation with the other student, understanding formalities in the management and so on. In this paper, the process of this students-centered management in a school is named "Micro-Management," and analyzed from the viewpoint of school reform strategy. The paper consists of following three parts. First, the author shows the outlines of the case school and the "School-Shop." Second, using the descriptions of one's impressions of students and observation, the result of "School-Shop" and an influence to school management is analyzed. Third, the reasons of those influences are considered. The major reason of this ripple effects may be that the activities made students realize the school as an "organization," which is usually difficult for they just experience the result of school management but not the process of it.

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