The recommendation of the central educational council in 1998 referred to the enlargement of discretion in each school. It recommended that the principal's opinion on teaching personnel affairs should be more reflected in the staffing by the appointing officer. The following reformations of teaching personnel affairs after that recommendation should contribute to the enlargement of principal's discretion and school autonomy. Local Educational Administration Law was revised to reflect the principal's opinion of teaching personnel affairs in the personnel affair administration of prefectural boards of education. Before the revision, principal's opinion was just presented to the municipal boards of education that have no full authority to decide the teaching personnel affairs. Another revision was made in Local Educational Administration Law to remedy and dismiss the incompetent teachers. In the remedial process, principal conducts the duty to order the inadequate teachers receive remedial treatment and to play a important role in the diagnosis whether the teacher is appropriate to maintain the status of classroom teacher or not. Special Law for Educational Public Servant was amended to adjust the abolishment of national schools including national university, because the public school teacher's salary standard was based on the national school teacher's one by this law.Local public entity became to able to enact own municipal law of public school teacher's salary. As a result of it, principal may be able to administer more various teaching personnel in the post and allowance in order to improve the quality of school.

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At present, the system of educational administration and school administration is being reformed. The aim of the reform is to increase the autonomy of school. The purpose of this paper is to examine financial condition for increasing the autonomy of school. The financial system is reformed toward decentralization by "The Reform of the Three Major Policies (for the allocation of financial resources, including state subsidies, local allocation taxes, and the transfer of tax sources to local govemment). As for educational finance, National Treasury's share for compulsory school expenditures is deregulated. It is necessary to decentralize the financial system. Based on the survey to city's board of education about school finance affairs system which was conducted in February 2003, school finance affairs systems of many citiesaren't still made completely. In order to increase the autonomy of school, it is necessary to make the finance system for school. We confront problems as follows; 1. Clarifing the authority of the board of education about the school budget and school finance affairs. 2. Expanding the discretion of school about a budget and finance affairs. 3. Making the organization of school affairs to take responsibility for a budget and finance affairs. 4. Developing the method of compiling the school budget and the evaluation of it.

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We must clarify the influence process that the expansion of the school discretion exerts on the difference curriculum development in this paper, we try that explains this process from a viewpoint of "management". For that, we adopted next three approaches- namely, power management, curriculum management and accountability management. We will be able to understand the significance and subject of the management of established through these approaches. And, the management model will be able to present through the examination of the present condition. The point of the power management is in the changeover from a plundering model to distribution model. It is expected that intensify authority to the principal at first and distribute to the teacher according to organization situation. In this case. the principal is requested the ability that transformations authority to power. Also, we presented the next three pieces for the method of power distribution. The First model (dualism oriented model) is putting emphasis to that the principal possesses the power regarding control operations and the teacher possess the power regarding educational activities. The second model (equalize oriented model) is putting emphasis to that distributes the power of the same quantity to each teacher. The third model is putting emphasis to that distributes power according to the situation of the interest, power processing ability, power desire of the teacher. The point of the curriculum management is in the changeover from the creation of PDS model only to the creation of PDS model and innovation model. The characteristic of the PDS model is to start the educational activities of the teacher smoothly, by clarifying the direction nature, framework, and standard of the curriculum. The characteristic of the innovation model is in that implements fast problem solution with the grade unit to the change of situation. The point of the accountability management is in the changeover of accountability understanding from a purpose to method. In accountability management, it is important that to recognize the execution of accountability as the method for trust construction with parents and community.

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The main purpose of this paper is to analyze the needs and problems of the school improvement movement from the viewpoint of the consciousness and behavior systems of various institutions and groups out of school. Therefore, it is not to consider the educational collaboration among the school, family, and community. The consciousness systems that range from the learner to the administrative government represent the casual factors of important changes called "meaninglessness of learning", "the national educational minimum standards", "educational war"among the main countries, and so on. The behavior systems are considered from the five viewpoints. They are (1) the behaviors called "the student academic ability improvement," (2) the possibility of conversion of the school management behavior, (3) the behavioral changes of the school manager, (4) the leadership of the local governor, and (5) the difficulties and advancement of the educational collaboration behavior. Firstly, it is appointed that the misunderstanding of "YUTORI" relate with low academic abilities. The behavior of logical thinking is necessary "YUTORI". Education oriented toward the individuality and competence of the children increase theimportance. Secondary, it is appointed that the company-established school is the important experimental school. The effect of education must be examined by the various type schools. Thirdly, it is appointed that the workload of school manager increase intensively in a few years. School management needs to expand the managerial staffs. Fourthly, the leadership of local governor is important to improve the educational conditions. Fifthly, the educational collaboration among the school, family, and community is needed the advancement with the high level research and cooperation.

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In the recent educational reform, school, family, community partnership is emphasized in papers of various advisory committees. But many schools in Japan have closed the doors to parents and residents for a long time. It is easy to say that school should open, but difficult to realize it. At least, next three conditions are needed for partnership. They are 1) change of teachers' consciousness, 2) parents' active concern and participation, 3) support by community. Main purposes of this paper are to clarify the parents' evaluation to school that their child attend, composition of parents' consciousness to school education and the relation between these factors and parents' desire to participate to school. To perform these purposes, we practiced questionnaire survey. 3,322 responses of 12 elementary schools and 8 junior high schools, located at big city, urban area and local area, were analyzed. Research findings are as follows: 1) Although the parents' desire to participate to the school differs by the category, it is generally high. They want to get more informations about school activities, and to become friendly with teachers. But the parents do not want to participate in the organizational activities of a school. It means that parents are audiences, but not independent partners. 2) We were thinking to be able to catch the parents' consciousness with elements of 'independence', 'reliance' and 'secession'. As a result of factor analysis, next three factors were found, 'support for school' 'reliance to school' and 'aiming for a high academic career'. Our hypothesis was not proven. Items of question should be reconsidered. 3) These new factors affect the parents' desire of participation. The parents who support school actually, and aim for a high academic career for their children have high desire of participation. 4) Although the bad information of schools tends to be poured through mass media, many parents evaluate their children's school affirmatively. As the parents evaluate the school more affirmatively, the parents' desire of participation becomes higher except parents who rely to school excessively. As a result of survey, we can conclude that there is potential possibility for school, family, community partnership, but we must overcome many barriers to realize it inJapan.

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School management councils are mandated in South Korea. Each school management council consists of parent representatives, teacher representatives including the principal, and community resident representatives. School management councils are opportunities for representatives to discuss issues regarding their schools. They have been so far introduced to Japan as the system to promote parent involvement in school. However, previous studies have not sufficiently uncovered that what influence school management councils have had on school management. This study aims tore-evaluate the system of school management councils in terms of its original principle, which is "the construction of school community through the diversification of the decision-making process". Three steps are taken in the study. First of all, descriptions of principles of the school management council system and its broad overview are made. Secondly, the historical context of the textbook selection system in South Korea is briefly explained. In the third place, the textbook selection system in a school is overviewed and analyzed based on the data that I collected by actual site visits. In conclusion, it is a crucial step that parents and community residents have become to be able to participate in the selection of textbooks. However, they did not really have discussions in a meeting that I observed about what textbook was suitable for their children. The eventual decisions were made in advance in the sub-committee comprised of only teachers, where parents could not be involved. In this sense, the principle of the school management council system, which is to diversify the decision-making process, was not realized. Including this aspect, school management councils still have many problems. On the other hand, previous studies positively evaluate the system. It is probably because they find that school management councils are conducive to solving problems that schools in South Korea confront, such as how to promote the information disclosure or the transparency of schools, which can be applied to the public administration in general in South Korea.

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The purpose of this paper is to analyze the problem of the support system in the teacher society and health based on the analysis frame of the SS research, and to present the suggestion of the ideal way of the system of the support in the teacher society furthermore based on the consideration of the analysis result. The following results were obtained: 1. Expectations to emotional SS were higher than tooled SS as a whole. 2. Expectations to SS were high like a young teacher, and it was low like the old-timer teacher. Moreover, there were few differences by the sex. 3. When the relation between SS and the burnout was analyzed as a positive side of SS, the relation to emotional, tooled SS "Principal" and emotional SS "Parents" was especially seen in "Escape personification" and "Decrease in the personal achievement feeling". 4. When the content of a negative support was analyzed as a negative side of SS, "Support by the selfish intervention for which the donor did not hope" and "Support which felt the lack of the low evaluation of dono'rs nature and ability and reliance", etc. were evaluated as a negative support. The following considerations of the ideal way of the system of the support in the teacher society were proposed with the result of the analysis. 1. Importance of emotional SS and tooled SS 2. Necessity of system of support (collegiality) to exceed generation 3. Principal as significant support donor 4. Decrease of mismatch of support

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The purpose of this paper is to examine the influence process from the principal's leadership through the teacher's work attitude. Generally, this influence process has been explained by setting the organizational culture as mediated variable. A characteristic of our analysis model is to include the teacher's personal values on this antecedent influence process model. By structuring this model, we able to be compare the influence on the teacher's work attitude from the organizational culture with the teacher's personal values, and the influence on the organizational culture with the teacher's personal values from the principal's leadership. The survey target is 995 teachers in 172 elementary schools for the kyushu area excluded Okinawa. We carried out the survey from October through December in 2002. 493 teachers have participated this survey and the collection rate was 49.55%. Sixteen variables were used on the occasion of analysis. The name of the teacher's work attitude variables are organizational commitment, teaching efficacy, and stressful. The organizational culture variables and the teacher's personal values variables are creativity, work environment, autonomy, collegiality, and regulation. The principal leadership variables are transformational school leadership, instructional leadership, and fairness leadership. In the analysis process, at first, we have executed three-times preliminary analysis. And, we have referenced these results, setting a structural equation model to examine the influence process from the principal's leadership through the teacher's work attitude. As a result of the covariance structure analysis, a main influence nath was extracted. At first, the principal's leadership have direct effect on the organizational culture of balance-discretion direction. Second, the organizational culture of balance-discretion direction have positive influence on the teacher's personal value of change-regulation direction. The Last, the teacher's personal value of change-regulation direction have positive influence on the teacher's work attitude.

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The purpose of this study is to describe the characteristic of the discourse about chief-teacher, to suggest the prospect of hierarchial system in school. Recently, it is pointed out that the chief-teacher system is out of order, especially the view of the function on supervision in that status. For the solving of it, in Tokyo prefecture, 'Shukan-system' has been introduced in 2003. Only it can be presumed that the problematic situation around chief-teacher svstem comes from not only in actuality, but also in discourse which has been lacking of logical consistency for a long while. From the point of the wiew, I have collected total 140 academic papers which could be found with the key-word of chief-teacher between in the year 1975-2002, and analyzed them mainly with the aspect of argument on supervisory activity of that. After this procedure, the following conclutions could be found. 1. In the term of 1975 to 1980, three points of characteristic are indicated. (1) Supervisory activity of chief-teacher has defined as the typical mark of educational organization, not as another general organization. (2) The originally supervisory activity of chief-teacher has been discussed with the relationship of what, that should be given by school principal and vice-principal. (3) The development and improvement programm in each school, which could be set under the condition of various chief-teachers. 2. The characteristic of discussion has changed widely especially with papers in 1981 on the two points as follows: (1) Supervisory activity has not described as the typical mark of school, but as the activity in personal. The important point was human relationship with another person. (2) Forcus on the argument was rather 'What is the perfect chief-teachers?' from the view to principals and vice-principals, than the relationship on each other. 3. The tendency of discourse after the latter half on 1980 is distinguished from two points as follows: (1) In the arguments, it was not important for chief-teacher to develop ability by the training in the school, but self-help efforts of them. (2) There are many descriptions that emphasize aspect of emotion in chief-teacher, and supervisory activity have been given other teachers with sympathy, kind-hearted.

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The Central Council for Education(CCE) published the report: How Local Administration on Education should Be in September 1998. CCE recommended that Japanese government had been promoting deregulation and decentralization in the field of public education. In this report CCE submitted its reform plan that the allocation of roles among the central government, prefectures and municipalities in the administration, the system of boards of education, including a review of the appointment of board members, the abolishment of the approval of appointments of superintendents, and measures for securing appropriate personnel for superintendents, ensuring the independence and autonomy of schools, such as by improving school operations; reviewing the relationship between boards of education and schools; expanding the discretionary authority of schools; and securing appropriate personnel for the positions of principal and vice-principal, improving of the educational functions of the community and the role to be played by boards of education in developing the local community and promoting regions. This symposium had invited three experts. Associate Professor Shu Kumoo(Niigata University), Professor Ikuyo Kaneko(Keio University). Mr. Hideo Wakatsuki (Superintendent in Shinagawa Ward). Kumoo's presentation title was "By the View of Lifelong-Learning Society Based on Community", Kaneko's title was "Deregulation and decentralization in Japanese education system" and Wakatsuki's title was "Educational reform in Shinagawa". After presentations and comments by three guests, we had an open debate about these topics. During this lively questions and answers, we found some main points like this, ・school choice policy is just tactics, not purpose for school reform ・schools should be encouraered to keep cross contact with family and community ・community school is a new type of public school which is founded by municipalities and has its own governing body ・lifelong learning society based on community should arrange the system to make citizens fresh learners

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This year, the research promotion sub-committee reviewed uo-to-date research methodology in four fields such as education system, educational administration, school management and education law. Then, the sub-committee tried to shed light on new methodology in educational management. Educational management is essential for subsistence and development of human beings and society, and there is avariety of its phenomena. Therefore, we need to make an image and framework to clear up such a comolicated educational management. Professor Hayo directed his attention to the patterned system in a school or a local autonomous body with view of political dynamics and process. Dr. Aoki insisted that govenors or mayors commenced being involved in educational administration as a result of recent decentralization and deregulation. Professor Shinohara pointed out that central govemment began to intervene in education in school and family. However, he mentioned that there was a possibility of the new individual's rights such as the ones to choose or establish a school. Associate Professor Mizumoto pointed out that it became difficult for schools to justify their own existence and significance since schools' environment became complex and uncertain. Moreover he suggested that it became difficult to describe dynamics of school organization by rational or static perspective. As has been mentioned, four academics examined validity and relevance of methodology in educational management. The argument was fresh and valuable since this kind of development makes the foundation of educational management studies. It is also important for researchers to have their own research frameworks. With such frameworks, we can make new research field and refine methodology. However, a connection between methodology and educational management has not been fully made clear. With clear concent of educational management, the connection should be described more clearly.

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[in Japanese]

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[in Japanese]

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Based on the discussions held up to the last meeting, the goal of this session was to examine the original characteristics and requirements of the clinical approach to school management research, and then to consider its possibilities. First. Hirofumi Soyoda showed us an outline map of the relationship between school management researchers and practitioners. What he wanted to emphasize by means of the map was that our research community has built chiefly a one-way relationship with practitioners, while the clinical approach needs it to be a two-way relationship. The next speaker was Shigeru Amagasa, who presented the process and methods of three case studies on curriculum management. One matter of importance he mentioned was the researchers' ability to adopt a clinical approach. He believes that building a closer relationship with practitioners is a prerequisite for this approach. Therefore, we as school management researchers must be able to communicate with practitioners through talking about classroom practices. Masatoshi onoda then commented on Prof. Amagasa's presentation. He argued that the cases he presented were not clinical "studies" but "acts" because Amagasa didn't explain the working hypothesis behind his study. He asserted that even if the clinical approach must be field-oriented. we as researchers need a hypothesis. He added some questions on Amagasa's report. Finally, Yumiko Ono shared her own experiences in the research project on international cooperation in education development. She then pointed out the tasks we face in building a clinical approach to school management research. She suggested that we should find people in the field 'with a foot in both camps' and build a reliable relationship with them. She also proposed that we should gain the opportunity to obtain the knowledge and skills to put fieldwork into practice at an annual conference held by our association. In the discussion, which was much more heated than those that preceded it, we were able to recognize and gain in sight into the importance, as well as the difficulties, of this approach.

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